Catching the Drift: Keeping Peer-Response Groups on Track

1988 ◽  
Vol 39 (3) ◽  
pp. 356
Author(s):  
M. Francine Danis
Keyword(s):  
Peer Response ◽  
Peer Response Groups ◽  
Response Groups

The effect of peer response groups on EFL college writing students' perceived peer social support

2014 ◽  
Vol 2 (1) ◽  
pp. 126-134
Author(s):  
Fahad Alqurashi
Keyword(s):  
Social Support ◽  
Group Work ◽  
Peer Acceptance ◽  
Peer Response ◽  
Behavioral Skills ◽  
Peer Response Groups ◽  
Peer Social Support ◽  
Quasi Experimental ◽  
Response Groups ◽  
The Impact

This article reports the findings of a quasi-experimental study that extended over two consecutive semesters to gauge the effect of collaborative learning activities within peer response groups on 42 Saudi subjects’ perceived peer social support. Results show that many subjects experienced poor social and behavioral skills and insufficient peer acceptance that negatively affected their social competence. Most students worked to maintain group harmony during discussion interactions by avoiding making direct corrections to their peer’s drafts or giving straightforward suggestions to improve their compositions. Results of the study suggest that the impact of group work remains limited in the Saudi educational context which indicates a need for further research on the nature of relationship between group work and the prevailing cultural norms in this particular educational setting.

scholarly journals Using Peer Response Groups in ESL Writing Classes

1991 ◽  
Vol 8 (2) ◽  
pp. 65 ◽  
Author(s):  
James H. Bell
Keyword(s):  
Adult Education ◽  
Teaching Writing ◽  
Peer Response ◽  
Writing Groups ◽  
Esl Writing ◽  
Writing Classes ◽  
Peer Response Groups ◽  
Advanced Students ◽  
Response Groups ◽  
College Setting

Theories of adult education, composition, and ESL encourage the use of peer response groups in teaching writing. But using such groups is difficult. I describe and provide the rationale for-a rather structured method I developed as a transition between no writing groups and the freer writing groups students might join in the future. The method worked very well with upper intermediate/advanced students in a college setting.

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