scholarly journals Peer-review through synchronous and asynchronous CMC modes: A case study in a Taiwanese college English writing course

2009 ◽  
Vol 5 (1) ◽  
pp. 45-64 ◽  
Author(s):  
Ching-Fen Chang
Keyword(s):  
Peer Review ◽  
College English ◽  
English Writing ◽  
Writing Course

scholarly journals A Study of Applying Automated Assessment in Teaching College English Writing Based on Juku Correction Network

2019 ◽  
Vol 14 (11) ◽  
pp. 19
Author(s):  
Yusheng Wang
Keyword(s):  
Scoring System ◽  
Teaching Model ◽  
Network Technology ◽  
Automated Scoring ◽  
Teaching Mode ◽  
College English ◽  
English Writing ◽  
Writing Motivation ◽  
Teaching College ◽  
Writing Course

With the continuous advancement of modern network technology, the drawbacks of the tradition-al English writing course teaching mode have become increasingly prominent, and the automated scoring system has gradually been used in the writing course. This paper proposes a college English writing teaching model based on Juku Correction Network, and conducts empirical re-search on the use of Juku Correction Network in college English writing teaching. The research results show that the teaching mode based on Juku Correction Network can effectively improve the overall level of students' English writing, and stimulate students' English writing motivation.

scholarly journals My Access and Writing Error Corrections of EFL College Pre-intermediate Students

2016 ◽  
Vol 8 (1) ◽  
pp. 144 ◽  
Author(s):  
Huey-nah Cindy Chou ◽  
Massoud Moslehpour ◽  
Chung-Yux Yang
Keyword(s):  
Writing Instruction ◽  
Student Perceptions ◽  
Quantitative Methods ◽  
Individual Student ◽  
Writing Performance ◽  
College English ◽  
English Writing ◽  
Positive Effects ◽  
Writing Course ◽  
English Majors

<p><strong><em>Purpose</em></strong><em> –</em> This study aims to examine the effects of Automated Writing Evaluation (AWE) feedback on pre-intermediate EFL students’ writing performance. Furthermore, the purpose of this study is to inspect the effects of AWE on self-correction in multiple submissions.</p><p><strong><em>Design/participants </em></strong><em>–</em> This study employs both qualitative and quantitative methods. The participants were students whose English proficiency was at the pre-intermediate level, below CEFR B1. They were enrolled in a two-hour, 18-weeks elective college English writing course for non-English majors. Twenty-seven students completed at least two submissions of drafts on an essay prompt. Through convenience sampling, two male and three female senior students majoring in Business, Chinese and Accounting participated in face-to-fact interviews.</p><p><strong><em>Methodology/approach/instrumentation </em></strong><em>– </em>This study uses descriptive statistics and correlational analysis to evaluate the data. Research data were obtained during 18 week period. <em>My Access</em> was used as an auxiliary writing tool in the college English writing course for non-English-majors. Students’ writing performance, self-correction with <em>My Access</em> feedback and self-reported perceptions of using <em>My Access</em> were used as the instruments.</p><p><strong><em>Findings </em></strong><em>– </em> The findings of the study can be summarized as follows: 1) based on analyses of qualitative data the individual student made improvement in various writing traits in revisions; 2) while the students were  more capable of self-correcting in usage type of lexical and syntactic errors using AWE, they were relatively incapable of handling independently mechanics and style types of errors; 3) the results of the interviews and self-reported student perceptions of <em>My Access</em> confirmed the effectiveness of AWE feedback in revisions and self-correction; 4) although findings of this study supported positive effects of <em>My Access</em> feedback for independent revision and correction, the importance of teachers’ role in writing instruction and periodic teacher-student interactions in enhancing particular writing skills is stressed.</p><p><strong><em>Practical implications/value </em></strong><em>– </em>The application of AWE influences writing instruction in both ESL and EFL contexts by both assessing strengths and weaknesses of student writing and enhancing writing quality. Investigating the effectiveness of AWE feedback in the meditational process of constructing and revising text is thus of great importance to ensure its validity and usefulness. Utilizing AWE can, no doubt, be effective with the participation of teachers. Writing teachers play a crucial role in assisting and guiding students in the writing process.   </p>

scholarly journals The Learning Method of Peer Review in College English Writing Course

2020 ◽  
Vol 15 (05) ◽  
pp. 156
Author(s):  
Hua Sun
Keyword(s):  
Peer Review ◽  
Evaluation Method ◽  
Teaching Method ◽  
Fuzzy Comprehensive Evaluation ◽  
Indicator System ◽  
Teaching Experiment ◽  
Learning Ability ◽  
Learning Method ◽  
College English ◽  
English Writing

Peer review is an important teaching method of writing. College English has a large vocabulary, complex situations and high degree of specialization, which are difficult points in teaching. Through peer review, students can benefit a lot, such as enhancing interest in college English reading and writing through the exchange of reading and evaluation, enhancing initiative in writing and improving their abilities to identify errors and appreciate English articles. In this paper, the applications of the learning method of peer review in college English teaching were investigated, and it was found that teacher’s behavior, time arrangement and student’s behavior were all particularly important and needed to be arranged in a scientific way. On the other hand, a student-oriented teaching model of “trinity” was also presented, which covered three target elements: ability, knowledge and education. In this paper, a fuzzy comprehensive evaluation method was used to evaluate the learning outcomes of peer review, and an evaluation indicator system for students’ learning ability and the weights thereof were established. According to the actual situation of the evaluated objects, four evaluation grades were selected, that is, excellent, good, fair and poor. Our teaching experiment showed that through this learning model, students have improved their English writing ability and reading comprehension ability to a certain degree, as well as their self-learning ability, which is beneficial to the consolidation of their learning effect.

The operating mechanisms of self-efficacy and peer feedback: An exploration of L2 young writers

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Amy Kong ◽  
Mark Feng Teng
Keyword(s):  
Peer Review ◽  
Self Efficacy ◽  
Self Regulation ◽  
Training Session ◽  
After School ◽  
English Writing ◽  
Peer Reviews ◽  
Writing Course ◽  
The Impact ◽  
Different Sources

AbstractThere is a huge scarcity of documentation of instances in which students do not follow the peer review training guidelines. One factor in these unanticipated scenarios could be learners’ self-efficacy (SE). The current investigation illustrates how different sources of SE contribute to students’ agentic orientations during peer review. For this purpose, six secondary-one students were paired to implement peer reviews in an after-school English writing course, after receiving peer review training. The data from three dyadic peer review sessions, stimulated recalls, and pre-/post-interviews were triangulated with quantitative data from 20 learners. The results showed that the students’ low SE for self-regulation (SESR) for peer review at the outset overshadowed the impact of training and influenced the use of strategies by them during the peer reviews. Whereas those with high SESR followed the instructions from the training session and regulated the peer reviews professionally, those with low SESR ignored these guidelines, which resulted in constrained agency and promoted their skepticism of peer review in the end. However, by comparing their own performances as reviewers with those of their peers, the students’ SE for regulating future peer review also changed. This paper underscores SE as an important construct in peer review for L2 young learners.

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