Training effects on computer-mediated peer review

Liou, Hsien‐Chin; Peng, Zhong-Yan

doi:10.1016/j.system.2009.01.005

Cited by 137 publications

(149 citation statements)

References 19 publications

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“…A comparison of the mean scores of the experimental group and the control group on the posttest showed statistically significant difference in favor of the experimental group at the overall writing skill as well as content, organization and structure. These results were congruent with other scholars (Liou & Peng, 2009;Parton et al, 2010;Cunningham, 2015).…”

Section: Discussionsupporting

confidence: 93%

“…They showed effective improvement in learning and instruction as well. Few research explored screencasting effect as a feedback tool on writing in asynchronous or blended context (Kerr & Mclaughlin, 2008;Liou & Peng, 2009;Silva, 2012;Thompson & Lee, 2012). Moreover, recent research focused on students' feelings towards different feedback methods on written assignments and how this affects their performance (Birjandi & Tamjid, 2010).…”

Section: Related Studiesmentioning

confidence: 99%

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Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

Ali¹

2016

ELT

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This mixed-methods research was carried out to investigate the effect of screencast video feedback on the writing of freshmen, studying academic writing course at a university in Egypt, and explore their perception towards receiving screencast feedback. Two classes of 63 students were chosen to participate in this study and were assigned into two groups; an experimental group (33 students) and a control one (30 students). While the control group received written comments, the experimental group received video feedback to the higher order concerns of writing (content, organization and structure) and written feedback to the lower order concerns (accuracy) of their writings. Two writing tests were administered to the two groups before and after the experiment. To investigate the perception towards screencast feedback, an online questionnaire was applied to the experimental group after the experiment. Results showed that the experimental group outperformed the control group in the higher order concerns of writing as well as the overall writing skill in the writing posttest. Findings also revealed that the majority of students in the experimental group perceived screencast feedback positively for being clear, personal, specific, supportive, multimodal, constructive, and engaging. However, they reported few challenges such as slow loading time and inability to download videos to their computers. The research concludes with implications for practitioners and researchers.

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Section: Discussionsupporting

confidence: 93%

Section: Related Studiesmentioning

confidence: 99%

Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

Ali¹

2016

ELT

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“…This blog is provided by blogkids as shown in Figure 3.2. Using the blog was an excellent convenient way of promoting interaction between classmates, interaction between the learners and me, and interaction between the learner and outside readers who were interested in the blog (Liou & Peng, 2009). …”

Section: Blogsmentioning

confidence: 99%

The Effect of Computer Technology on Learning in a Multilinguistic Language Class

Sujee¹

2016

ICERI2016 Proceedings

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i DECLARATION I declare that the thesis , which I hereby submit for the degree PhD at the University of Pretoria, is my own work and has not previously been submitted by me for a degree at this or any other tertiary institution.ii ETHICS CLEARANCE CERTIFICATEThe author, whose name appears on the title page of this thesis, has obtained, for the research described in this work, the applicable research ethics approval. The author declares that she has observed the ethical standards required in terms of the

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“…This is particularly prominent in L2 writing context, since students as second language learners may be at differing stages of L2 development and thus have differing abilities to provide accurate, informative and useful feedback on L2 writing (e.g., Nelson & Murphy, 1993;Yang et al, 2006;Zhang, 1995). Students generally regard their teacher as the only authority capable of giving feedback on their L2 writing (e.g., Sengupta, 1998), which may well explain why there has been abundant L2 writing research comparing the efficacy of teacher and peer feedback for students' draft revisions and writing quality improvements (e.g., Chaudron, 1984;Connor & Asenavage, 1994;Crookes, Davis, & Caulk, 1994;Jacobs & Zhang, 1989;Mei & Yuan, 2010;Paulus, 1999;Shih-hsien, 2011;Tsui & Ng, 2000;Zhao, 2010) or exploring the effects of training on improving peer feedback quality and usage (e.g., Berg, 1999aBerg, , 1999bHu, 2005;Liou & Peng, 2009;Min, 2005Min, , 2006Min, , 2008Rahimi, 2013;Rollinson, 2005;Stanley, 1992;Zhu, 1995). Moreover, except for a few exceptions (e.g., Berg, 1999a), most of the previous research on peer feedback in L2 writing examined a relatively homogeneous group of students in terms of language proficiency.…”

Section: Literature Reviewmentioning

confidence: 99%

How Proficiency-Pairing Affects Students’ Peer-Mediated Revisions of EFL Writing: Three Case Studies

Wang

2015

ELT

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The present study reports on a teacher's classroom-based research into the influence of proficiency-pairing on students' peer-mediated draft revisions. Three students of an EFL writing course at a Chinese university, who formed into peer dyads with their classmates voluntarily, participated in the study. Throughout the EFL writing course, they wrote five expository essays at different time points, had their EFL writing assessed by their peers, and revised their drafts based on the peer feedback received. Results showed that 1) When two students of high proficiency formed a dyad, a high-proficiency student's peer-mediated revisions were mainly about the global aspects of EFL writing; 2) When two students of intermediate proficiency formed a dyad, an intermediate-proficiency student's peer-mediated revisions were almost evenly distributed among the global and local aspects of EFL writing; 3) When a student of intermediate proficiency formed a pair with a student of low proficiency, the intermediate-proficiency student's peer-mediated revisions mainly centered on the local aspects of EFL writing. Implications are drawn for using multiple-peer groupings and fine-tuning teacher's feedback on the writing of students of differing proficiency in the Chinese EFL writing context.

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Training effects on computer-mediated peer review

Cited by 137 publications

References 19 publications

Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

The Effect of Computer Technology on Learning in a Multilinguistic Language Class

How Proficiency-Pairing Affects Students’ Peer-Mediated Revisions of EFL Writing: Three Case Studies

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