scholarly journals PEER REVIEW IN THE EFL WRITING CLASSROOM - PERSPECTIVES AND CHALLENGES

2017 ◽  
Author(s):  
Greg Duran
Keyword(s):  
Peer Review ◽  
Writing Classroom ◽  
Efl Writing

Japanese student writers’ perspectives on anonymous peer review

ELT Journal ◽  
2019 ◽  
Vol 73 (3) ◽  
pp. 296-305 ◽  
Author(s):  
Sugene Kim
Keyword(s):  
Peer Review ◽  
Asian Students ◽  
Writing Classroom ◽  
Structured Interviews ◽  
Cultural Backgrounds ◽  
Student Writers ◽  
Efl Learners ◽  
Face To Face ◽  
Japanese Student ◽  
Peer Reviewers

Abstract This article explores Japanese EFL learners’ perceptions of face-to-face vs. anonymous peer review in a writing classroom. Albeit few in number, some studies claim that Asian students exhibit difficulty in providing negative feedback because they tend to be hesitant for cultural reasons to criticize others’ work. To verify and extend such observations, this study collected data from 64 Japanese college students regarding their experiences and perspectives after they performed peer review in both conditions. Analysis of the data collected through a survey and semi-structured interviews did not support the previously held views that learners from non-Western cultural backgrounds are predisposed to be reluctant peer reviewers. Further, the findings indicated that Japanese EFL learners’ preference for a specific peer-review mode interacts closely with various factors. Possible pedagogical implications are discussed in relation to ways to better implement peer-review sessions.

scholarly journals The Development of Foundational and New Literacies with Digital Tools Across the European Higher Education Area

Aula Abierta ◽  
2021 ◽  
Vol 50 (2) ◽  
pp. 615-624
Author(s):  
Lee McCallum
Keyword(s):  
Higher Education ◽  
Building Blocks ◽  
Digital Tools ◽  
Writing Classroom ◽  
European Higher Education Area ◽  
Efl Writing ◽  
English Writing ◽  
European Higher Education ◽  
The One ◽  
Further Development

 The 21st century EFL writing classroom continues to transform from one that focuses on the building blocks of being able to write, to one that is characterised by a view that writing is digitally-informed and led. This paper synthesises research that documents the perceived gains of using digital tools to, on the one hand, improve students’ foundational literacies in English writing, and on the other hand, to develop ‘new’ digitally oriented literacies that exist and arise from the use of these tools. The focus of the synthesis is on member countries that are included in the European Higher Education Area (EHEA) initiative. The paper presents a systematic review of  studies in international and local journals from 2000 - 2020.  The review provides an overview of the foci of the studies, the types of writing, tasks and technologies being used, the approaches taken to evaluate and provide feedback on students’ writing, and the influence digital literacies may have on fostering these foundational literacies. The paper concludes by considering gaps in the EHEA landscape and offers recommendations for further development.  

scholarly journals Developing Academic Thinking in the EFL Writing Classroom: A Rationale for General-academic Writing Assignments

2020 ◽  
Vol 28 ◽  
pp. 125-134
Author(s):  
Jan Zalewski
Keyword(s):  
College Students ◽  
Academic Writing ◽  
Academic Discourse ◽  
Subject Position ◽  
Fundamental Aspect ◽  
Writing Classroom ◽  
Writing Assignments ◽  
Efl Writing

With the evidence for disciplinary variation in academic discourse constantly growing, the idea of teaching core academic thinking in writing seems to have become increasingly problematic. The paper offers a rationale for two general-academic writing assignments, each focusing on teaching one fundamental aspect of what is defined as the intellectual stance underlying academic writing in general. The two aspects are problematizing and subject position. Problematizing and assuming a new subject position in the context of academic writing prove to be troublesome tasks for many entering college students. The assignments are designed to help students cope with these problems.  They are based on a reactive approach rather than on modelling academic discourse, with the teacher helping students to reflect on their rendering of familiar experiences.

scholarly journals Developing College EFL Writers’ Critical Thinking Skills Through Online Resources: A Case Study

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401882038 ◽  
Author(s):  
Xiaodong Zhang
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Academic Writing ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Resources ◽  
Writing Classroom ◽  
Efl Writing ◽  
Student Writers

This study reports on how the supplementation of online resources, informed by systemic functional linguistics (SFL), impacted English-as-a-foreign-language (EFL) student writers’ development of critical thinking skills. Through qualitative analyses of student-teacher interactions, interviews with students, and students’ written documents, the case study shows that through 1 semester of intensive exposure to SFL-based online resources in a college Chinese EFL writing classroom, EFL writers were able to develop critical thinking skills in regard to the construction of effective academic writing, although it was a process of encountering and overcoming challenges. Through teacher mediation and their own efforts, they could adjust to the online resources-based classroom, exemplified by their utilization of SFL-related categories offered through online resources to analyze and evaluate the interrelationship between language features and the content manifested in valued texts, and regulate the content of their own academic writing.

Examining the Effects of Peer Review in EFL Writing: A Coh-Metrix Analysis

2021 ◽  
Vol 22 (4) ◽  
pp. 60-69
Author(s):  
Philip Yoongoo Jung ◽  
Jeong-Ah Shin
Keyword(s):  
Peer Review ◽  
Efl Writing

Slow Peer Review in the Writing Classroom

2021 ◽  
Vol 21 (2) ◽  
pp. 369-383
Author(s):  
Timothy Oleksiak
Keyword(s):  
Peer Review ◽  
Student Writing ◽  
Writing Classroom ◽  
Fake News ◽  
Writing Teachers ◽  
Writing Class ◽  
Initial Results

Abstract This article offers slow peer review as an approach to student-to-student peer review in the writing classroom. Slow peer review is based in the values and theories of rhetorical feminism and, when executed purposefully, can function as a fitting alternative to fake news rhetoric. In addition to articulating the steps of slow peer review, this article illustrates how two students in a sophomore-level writing class engaged in the practice. Initial results suggest that nondirective description can lead to meaningful changes in student writing. The article concludes with further considerations for writing teachers who wish to conduct slow peer review in their own classrooms.

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