A Comparison of Teacher-directed and Author-directed Peer Review in a Japanese University EFL Class

Matthew Coomber

Abstract


Peer review is widely-used in EFL writing classes, and it has been found that students hold generally positive attitudes towards both providing and receiving peer feedback. However, while it is common for teachers to utilize peer response worksheets, little research has looked at the impact that the specific style of these sheets can have on how language learners conduct peer review and their attitudes towards it. In this study, participants first used a generic peer response sheet designed by the teacher (teacher-directed peer review), then an individualized peer response sheet that each learner had created, focusing on specific points that they wanted advice on (author-directed peer review). Surveys were conducted after each peer review session, and the data revealed that the two peer review styles prompted peer reviewers to give different types of feedback, with a greater focus on surface level issues during author-directed peer review. Furthermore, although all students agreed that both styles had been useful, 60% stated a preference for the author-directed style.

Keywords


author-directed, L2 writing, peer review

Full Text:

PDF

References


Carson, J. & Nelson, G. (1994). Writing groups: Cross-cultural issues. Journal of Second Language Writing, 3(1),17-30. doi: 10.1016/1060-3743(94)90003-5

Carson, J. & Nelson, G. (1996). Chinese students' perceptions of ESL peer response group interaction. Journal of Second Language Writing, 5(1), 1-19. doi: 10.1016/S1060-3743(96)90012-0

Charles, M. (1990). Responding to problems in written English using a self-monitoring technique. ELT Journal, 44(4), 286-293. doi: 10.1093/elt/44.4.286

Connor, U. & Asenavage, K. (1994). Peer response groups in ESL writing classes: How much impact on revision? Journal of Second Language Writing, 3(3), 257-276.

Coomber, M. (2016). Promoting self-directed revision in EFL writing classes, TESL-EJ, 20(3).

Coomber, M. & Silver, R. (2010). The effect of anonymity in peer review. In A. Stoke (Ed.), JALT2009 Conference Proceedings, 621-631. Tokyo: JALT.

Hansen, J. & Liu, J. (2005). Guiding principles for effective peer response. ELT Journal, 59(1), 31-38. doi: 10.1093/elt/cci004

Hirose, K. (2008). Peer feedback in L2 English writing instruction. In K. Bradford Watts, T. Muller, & M. Swanson (Eds.), JALT2007 Conference Proceedings 543-552. Tokyo: JALT.

Hirose, K. (2012). Written feedback and oral interaction: How bimodal peer feedback affects Japanese EFL students. The Journal of Asia TEFL, 9(3), 1-26.

Hu, G. (2005). Using peer review with Chinese ESL student writers. Language Teaching Research, 9(3), 321-342. doi: 10.1191/1362168805lr169oa

Hyland, F. (2000). ESL writers and feedback: Giving more autonomy to students. Language Teaching Research, 4(1), 33-54. doi: 10.1177/136216880000400103

Manglesdorf, K. (1992). Peer reviews in the ESL composition classroom: What do the students think? ELT Journal, 46(3), 274-284. doi: 10.1093/elt/46.3.274

Mendonca, C. & Johnson, K. (1994). Peer review negotiations: Revision activities in ESL writing instruction. TESOL Quarterly, 28(4), 745-769. doi: 10.2307/3587558

Min, H. (2005). Training students to become successful peer reviewers. System, 33, 293-308. doi: 10.1016/j.system.2004.11.003

Min, H. (2006). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing, 15, 118-141. doi: 10. 1016/j.jslw.2006.01.003

Morgan, B., Fuisting, B. & White, J. (2014). University student attitudes towards peer review in EFL writing: A quantitative study. Language Education in Asia, 5(1), 93-116. doi: 10.5746/LEiA/14/V5/I1/A08/Morgan_Fuisting_White

Nelson, G. & Carson, J. (1998). ESL students’ perceptions of effectiveness in peer response groups. Journal of Second Language Writing, 7(2), 113-131. doi: 10.1016/S1060-3743(98)90010-8

Paulus, T. (1999). The effect of peer and teacher feedback on student writing. Journal of Second Language Writing, 8(3), 265-289.

Rahimi, M. (2013). Is training student reviewers worth its while? A study of how training influences the quality of students’ feedback and writing. Language Teaching Research, 17(1), 67-89. doi: 10.1177/1362168812459151

Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30. doi: 10.1093/elt/cci003

Ruegg, R. (2018). The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy. The Language Learning Journal, 46(2), 87-102. doi: 10.1080/09571736.2014.958190

Ryan, R. & Deci, E. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: The Guildford Press.

Saito, H. & Fujita, T. (2004). Characteristics and user acceptance of peer rating in EFL writing classrooms. Language Teaching Research, 8(1), 31-54. doi: 10.1191/1362168804lr133oa

Sengupta, S. (1998). Peer evaluation: ‘I am not the teacher’. ELT Journal, 52(1), 19-28. doi: 10.1093/eltj/52.1.19

Taferner, R. (2008). Toward effective EFL writing revision: Peer review. OnCUE Journal, 2(2), 76-91.

Tsui, A. & Ng, M. (2000). Do secondary L2 writers benefit from peer comments? Journal of Second Language Writing, 9(2), 147-170. doi: 10.1016/S1060-3743(00)00022-9

Wakabayashi, R. (2013). The effects of the peer review process on reviewers own writing. English Language Teaching, 6(9), 177-188. doi: 10.5539/elt.v6n9p177

Wang, W. (2014). Students’ perceptions of rubric-referenced peer feedback on EFL writing: A longitudinal enquiry. Assessing Writing, 19, 80-96. doi: 10.1016/j.asw.2013.11.008

Williams, C. (2018). Language input effects on L2 composition peer review feedback. TESOL International Journal, 13(1), 33-46.

Xiang, W. (2004). Encouraging self-monitoring in writing by Chinese students. ELT Journal, 58(3), 238-246. doi: 10.1093/elt/58.3.238

Yang, M., Badger, R. & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15(3), 179-200. doi: 10.1016/j.jslw.2006.09.004

Yu, S. & Hu, G. (2017). Understanding university students’ peer feedback practices in EFL writing: Insights from a case study. Assessing Writing, 33, 25-25. doi: 10.1016/j.asw.2017.03.004

Yu, S. & Lee, I. (2016). Peer feedback in second language writing. Language Teaching, 49(4), 461-493. doi: 10.1017/S0261444816000161

Zamel, V. (1985). Responding to student writing. TESOL Quarterly, 19(1), 79-101. doi: 10.2307/3586773

Zhang, S. (1995). Reexamining the affective advantage of peer feedback in the ESL writing class. Journal of Second Language Writing, 4, 209-222. doi: 10.1016/1060-3743(95)90010-1

Zhao, H. (2014). Investigating teacher-supported peer assessment for EFL writing. ELT Journal, 68(2), 155-168. doi: 10.1093/elt/cct068




DOI: http://dx.doi.org/10.21462/asiantefl.v5i1.118

Refbacks

  • There are currently no refbacks.



Creative Commons License
ASIAN TEFL: Journal of Language Teaching and Applied Linguistics by http://www.asian-tefl.com is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at http://www.asian-tefl.com.
View My Stats
Indexed and Abstracted by:

          


ASIAN TEFL: Journal of Language Teaching and Applied Linguistics

web: www.asian-tefl.com

email: asian.teflj@gmail.com

Publisher: Asosiasi Dosen Linguistik, Pendidikan Bahasa, dan Sastra di Indonesia (Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesia)

Address: Prodi Sastra Inggris, Universitas Dian Nuswantoro, Jl Imam Bonjol No. 207, Semarang