A Novel Approach to Examine the Impact of Web-based Peer Review on the Revisions of L2 Writers

The perceived effectiveness of written peer feedback comments within L2 English academic writing courses

“…Leijen (2017) in his study noticed that this was true when justified comments had either been made at the local level or had been written impersonally with no reviewer involvement. Conversely, justified comments that offered a specific solution were twice as likely to be implemented as similar but unjustified comments (Leijen 2017). These findings suggest that determining the effectiveness of feedback comments may depend not only on the segmented type of revision comment (e.g., offering a solution), but also on other features such as its scope (text-specific or global), potential effect (local or global), justification, tone and appropriateness (personal or impersonal; direct or indirect), and relevance.…”

“…Djuddah A. J. Leijen (2017) in his study noticed that this was true when justified comments had either been made at the local level or had been written impersonally with no reviewer involvement. Conversely, justified comments that offered a specific solution were twice as likely to be implemented as similar but unjustified comments (Leijen 2017).…”

“…Many quantitative studies of the effectiveness of written peer feedback comments (Liu, Sadler 2003, Nelson, Schunn 2009, Leijen, Leontjeva 2012, Leijen 2017 segment such comments into either revision or non-revision comments. Revision comments suggest the author make direct changes to his/her text (e.g., "The title is too long.…”

“…These segments are then categorised into classes and sub-classes using a coding scheme based upon studies of hedging principles (Salager-Meyer 1994, Crompton 1997, social presence theory (Shea et al 2010, Yallop 2016, socio-cultural theory (Vygotsky 1978), and the categorisation and effectiveness of feedback comments (Liu, Sadler 2003, Nelson, Schunn 2009, Leijen 2017.…”

Involvement of Learners’ Characteristics within the Allocation of Submissions in the context of Peer Assessment in MOOCs

“…To give more accuracy to the feedback, this system uses three precision indices to calibrate the inaccuracy of students' reviews which are: systemic differences, consistency and propagation [21]. SWoRD provides a support to learners in the effective review phase through a form of task specified feedback prompts and grading rubrics [28].…”