Coaching student writers to be effective peer evaluators

Stanley, Jane

doi:10.1016/1060-3743(92)90004-9

Cited by 169 publications

(177 citation statements)

References 7 publications

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“…2, Summer 2018, 429-444 Conversely, students felt less obligated to take all the comments offered by their peers (e.g., Paltridge et al, 2009). In addition, not having the attitude of evaluator was helpful for reducing students' writing anxiety stemming from the pressure to compose error-free essays, as was found in Park (2017) and Stanley (1992). Moreover, students found peer review helpful for their writing development, especially in broadening their views on the topic.…”

Section: Jeongyeon Parkmentioning

confidence: 95%

Effectiveness of Teacher and Peer Feedback : Through the Lens of Korean Tertiary Writing Classroom

Park¹

2018

The Journal of AsiaTEFL

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This classroom-based research attempted to explore whether teacher and peer feedback can be effectively implemented in an EFL writing classroom at the tertiary level. Characteristics of teacher and peer feedback, students' use of feedback along with perceived usefulness, and complementing effects of teacher and peer feedback were analyzed. Twenty students enrolled in an academic writing course participated in the study. Students engaged in drafting, revising, and editing stages of writing under the process approach. Data gathered were essay drafts, a survey on teacher and peer feedback, and interviews. The study found that teacher and peer feedback included various categories (e.g., identification, suggestion) and areas (e.g., thesis, organization) of feedback, yet teacher feedback was more balanced than peer feedback. Students found both teacher and peer reviews helpful and recognized the benefits of each, but they favored and incorporated more of the teacher feedback. The interviews, however, revealed that most students appreciated peer feedback because they could learn new perspectives and expressions. Students also felt less obliged to accept all of peers' comments, compared to teachers' feedback, leading them to critically evaluate their usefulness. Active verbal interactions and in-depth trainings were suggested to make both types of feedback more meaningful.

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Section: Jeongyeon Parkmentioning

confidence: 95%

Effectiveness of Teacher and Peer Feedback : Through the Lens of Korean Tertiary Writing Classroom

Park¹

2018

The Journal of AsiaTEFL

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“…However, negative views on peer revision also find their way into a number of researches, claiming that frustrating feedback may be delivered to the writer when the reader fail to express his or her comments in a proper way or on slippery ground due to the lack of experience, deficiency of professional knowledge (Mangelsdorf, 1992), doubt about their peers' ability and distrust about their feedback (Carson & Nelson, 1996). Consequently, there are researches stating that enough training would help them to be qualified peer evaluators and competent responders (Stanley, 1992).…”

Section: Literary Reviewmentioning

confidence: 99%

Salience of Student Written Feedback by Peer-Revision in EFL Writing Class

Zhu¹

2017

ELT

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The study investigates the incorporation and effectiveness of student written feedback and their attitudes towards peer feedback in writing class. Taking a qualitative case study approach, this study followes closely a class of thirty-two English juniors over one semester. Data sources include composition drafts, student written feedback and interviews. The data collected demonstrates that students generally accept peer feedback and incorporate most of their peers' comments and suggestions into their writing revision and that peer feedback provides them with more chances to discuss with their peers and understand their peers' suggestions on the composition improvement.

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“…There is no denying that trained peer review, as illustrated in a plethora of peer review or peer response scholarship, has a positive effect on students' writing in general and on improved revision quality in particular (Berg, 1999;Hu, 2005;Min, 2006;Paulus, 1999;Stanley, 1992). From these studies, it is evident that trained peer feedback does have a significant role to play in helping to improve students' interim and final drafts.…”

Section: Introductionmentioning

confidence: 85%

A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback

Lam¹

2010

TESL

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Coaching student writers to be effective peer evaluators

Cited by 169 publications

References 7 publications

Effectiveness of Teacher and Peer Feedback : Through the Lens of Korean Tertiary Writing Classroom

Effectiveness of Teacher and Peer Feedback : Through the Lens of Korean Tertiary Writing Classroom

Salience of Student Written Feedback by Peer-Revision in EFL Writing Class

A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback

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