scholarly journals L2 writers’ perspectives on face-to-face and anonymous peer review: Voices from China

2021 ◽  
pp. 149-164
Author(s):  
Sugene Kim ◽  
Yizhou Lan
Keyword(s):  
Peer Review ◽  
Asian Students ◽  
Writing Classroom ◽  
Efl Learners ◽  
Face To Face ◽  
Initial Stage ◽  
The Face ◽  
Peer Reviewers ◽  
Field Notes ◽  
Survey Interviews

To validate a recent study conducted in the Japanese context that contradicted the previously held view that Asian students are culturally predisposed to be reluctant peer reviewers, this study examined Chinese EFL learners’ experiences with and perspectives on peer review in a writing classroom. Fifty-seven college students were asked to perform peer review in face-to-face and anonymous modes to examine whether anonymising the process encourages them to offer more constructive criticism. Data were collected from a Likert-based survey, interviews, and the instructor’s field notes. Statistical analysis of the survey data only partially supported the findings of the study replicated, indicating Chinese students’ preference for both face-to-face and anonymous review modes. Although most of the participants exhibited resistance to peer review during the initial stage, they began to appreciate the benefits of the activity, particularly the verbal discussion component of the face-to-face mode, while some of them refused to give negative feedback on their peers’ work. Regardless of the peer-review mode, the participants remained overly conscious of their feedback accuracy and continued to seek confirmation and oversight from an authority figure (the teacher) rather than taking initiative

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 Bimbingan Penyusunan Perangkat Pembelajaran 4C (Communication, Collaboration, Critical Thinking, And Creativity) Bagi Guru Peserta MGMP Matematika SMA Kota Banjarmasin

2020 ◽  
Vol 2 (1) ◽  
pp. 37
Author(s):  
Iskandar Zulkarnain ◽  
Yuni Suryaningsih ◽  
Rahmita Noorbaiti ◽  
Liko Noor Noor R Rahadian
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
Mathematics Teachers ◽  
Creative Thinking ◽  
Face To Face ◽  
Initial Stage ◽  
The Face ◽  
Basic Concepts ◽  
Skills Learning ◽  
The City

Guru harus mempunyai strategi untuk mengembangkan perangkat pembelajaran yang dapat memfasilitasi agar peserta didik memiliki keterampilan komunikatif, kreatif, aktif, dan inovatif. Sebagai upaya mendukung hal tersebut, tim pengabdian mengadakan pelatihan untuk membimbing guru khususnya peserta MGMP (Musyawarah Guru Mata Pelajaran) Matematika SMA Kota Banjarmasin dalam penyusunan perangkat pembelajaran (perangkat pembelajaran) 4C (Communication, Collaboration, Critical Thinking, and Creativity). Kegiatan PKM ini bertujuan untuk mengenalkan perangkat pembelajaran 4C dan teori-teori yang mendasarinya, sehingga dapat mendukung para guru untuk menerapkannya.  Metode tatap muka untuk penyampaian materi dilakukan di Aula SMAN 5 Banjarmasin dan dihadiri oleh 57 guru matematika wilayah Kota Banjarmasin. Tahapan kegiatan terdiri dari penyampaian materi mengenai konsep dasar 4C, pembimbingan peserta membuat perangkat pembelajaran, mendiskusikan kesulitan, pembimbingan perbaikan perangkat, sehingga dihasilkan perangkat pembelajaran keterampilan 4C. Kegiatan ini berfokus pada tahap awal yakni penyampaian materi terkait perangkat pembelajaran keterampian 4C, teori-teori yang mendasarinya, serta paparan contoh perangkat. Kegiatan ini sangat mendukung peningkatan kemampuan guru dalam rangka meningkatkan keterampilan berpikir kreatif dan komunikasi peserta didik. Teachers must have a strategy to develop learning instruments to facilitate students with communicative, creative, active, and innovative skills. To support this, the service team held a training to guide teachers, especially Mathematics Teachers (MGMP) Participants in Banjarmasin City High Schools in the preparation of 4C (Communication, Collaboration, Critical Thinking, and Creativity) learning instruments. This activity aims to introduce 4C learning instruments and their underlying theories to encourage teachers to apply them. The face-to-face method for delivering material was carried out in the Hall of SMAN 5 Banjarmasin and attended by 57 mathematics teachers in the city of Banjarmasin. The activity stages consisted of delivering material on the basic concepts of 4C, guiding participants to create learning instruments, and discussing difficulties, guiding the improvement of instruments, so that 4C skills learning instruments were produced. This activity focuses on the initial stage, namely the delivery of material related to the 4C achievement learning instruments, the theories underlying it, and exposure to sample instruments. This activity is very supportive of improving teachers' ability to improve students' creative thinking and communication skills.

Asynchronous Online Peer Written Corrective Feedback

2015 ◽  
pp. 271-297
Author(s):  
Shahin Vaezi ◽  
Ehsan Abbaspour
Keyword(s):  
Peer Review ◽  
Corrective Feedback ◽  
Writing Achievement ◽  
Efl Learners ◽  
Face To Face ◽  
Written Corrective Feedback ◽  
Significant Difference

The purpose of the present study was to investigate whether there is any statistically significant difference between the effects of asynchronous online peer WCF through blogging and face-to-face peer WCF on the writing achievement of Iranian EFL learners. The study also investigated the extent to which students revise their writings based on peer comments provided. This study also measured the attitude of students towards peer WCF through blogging as compared with that of the participants receiving face-to-face peer WCF. The findings indicated that there is no statistically significant difference between the effects of face-to-face and asynchronous online peer WCF on the writing achievement of the Iranian EFL learners. In terms of the extent of incorporating the peer comments in their final drafts, the participants in the FF group incorporated more of the comments they received into their second drafts in comparison with the OL group. Finally, it was revealed that the participants of each group generally expressed their satisfaction with both methods of peer review.

scholarly journals Assessing peer review pattern and the effect of face-to-face and mobile-mediated modes on students’ academic writing development

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Ali Akbar Khomeijani Farahani ◽  
Majid Nemati ◽  
Mostafa Nazari Montazer
Keyword(s):  
Peer Review ◽  
Academic Writing ◽  
Writing Development ◽  
English For Academic Purposes ◽  
Assessment Criteria ◽  
First Year ◽  
Lexical Resources ◽  
Review Group ◽  
Face To Face ◽  
The Face

Abstract This study examines the distribution of peer review in face-to-face and mobile-mediated peer review groups and their effects on students’ revision skills and academic writing development. Seventy-two first-year English for academic purposes (EAP) students participated in an 18-session IELTS academic writing course in a Canadian university the mobile-mediated peer review group (MMPR) used Telegram to exchange peer comments synchronously, while the face-to-face peer review group (FFPR) did peer review in the classroom. An adapted analytic scheme (Journal of English for Academic Purposes, 2, 193–227, 2003) and the IELTS academic writing assessment criteria were used to conceptualize the peer comments in terms of frequency, area, type, nature, and IELTS assessment categories. Results indicated that the total number of comments, the percentage of revision-oriented comments and actual revisions made by the MMPR group were statistically more significant than those by the FFPR group. Furthermore, the MMPR group made more local revision-oriented comments than that of FFPR. However, the revision-oriented suggestion in local areas was the most distributed type of comment made by both groups. Regarding the IELTS assessment criteria, the FFPR group made more comments on task achievement and coherence and cohesion, whereas the comments made by the MMPR group targeted more lexical resources, and grammatical range and accuracy. In addition, the results showed that both MMPR and FFPR groups developed their IELTS academic writing skills while the MMPR mode of collaboration outperformed the FFPR.

scholarly journals Face-to-Face Peer Review as a Technique to Develop Students' Writing Skill in Producing Narattive Text

2018 ◽  
Author(s):  
Yessi Christina Fentar
Keyword(s):  
Peer Review ◽  
English Education ◽  
Narrative Text ◽  
Education Department ◽  
Christian University ◽  
Instructional Process ◽  
Face To Face ◽  
Writing Class ◽  
Writing Skill ◽  
Field Notes

This article examined the use of face-to-face peer review in writing class to develop students’ writing skill especially in writing a narrative text. The research was categorized as classroom action research and conducted at English Education Department at Tentena Christian University. The subject of the research were 16 students who enrolled writing 3 course. The aim of the research was to develop writing skill of English education department students at Tentena Christian University. Face-to-face peer review is the type of peer review in which the participants take turns to give comments and corrections toward each other writing and discuss it orally to avoid misunderstanding. The research consisted of two cycles where every cycles consisted of five meetings; four meetings for the instructional process and one meeting for the test. The data of the research were collected from observation sheets, field notes, questionnaires and students’s test achievement. The result of the research showed that face-to-face peer review was effective in developing the student’s skill in writing narrative text.

The Transformation of an ESL Teacher From the Face-to-Face to the Online Environment

2019 ◽  
pp. 136-155
Author(s):  
Evelyn Doman
Keyword(s):  
Transformative Learning ◽  
Online Teaching ◽  
Online Courses ◽  
Discussion Board ◽  
Research Approach ◽  
Transformative Learning Theory ◽  
Face To Face ◽  
Proper Training ◽  
The Face ◽  
Field Notes

This chapter records the author's transformation as she develops into an online teacher after teaching face-to-face courses for over 20 years. By using autoethnography as the research approach, the phases of the author's transition from face-to-face, to blended, and finally to fully online teaching are documented. Qualitative data is presented in this chapter from field notes, journals, reflections, and discussion board posts in an online certificate course. Transformative learning theory provides the theory behind this study as it creates a context for making judgments about transformed frames of reference. Findings reveal changes in the mindset of the author while redesigning courses to fit the online platform, as well as immediately after teaching blended and then fully online courses. Implications of this research suggest that obstacles to teaching can be opportunities for personal enrichment and growth and that faculty can adjust to new environments if provided with proper training.

Supporting the Use of Rudimentary Vocalizations

2014 ◽  
Vol 23 (3) ◽  
pp. 132-139 ◽  
Author(s):  
Lauren Zubow ◽  
Richard Hurtig
Keyword(s):  
Rett Syndrome ◽  
Visual Cues ◽  
Acoustic Analysis ◽  
Eye Gaze ◽  
Research Question ◽  
Primary Research ◽  
Multiple Modalities ◽  
Face To Face ◽  
Perceptual Judgments ◽  
The Face

Children with Rett Syndrome (RS) are reported to use multiple modalities to communicate although their intentionality is often questioned (Bartolotta, Zipp, Simpkins, & Glazewski, 2011; Hetzroni & Rubin, 2006; Sigafoos et al., 2000; Sigafoos, Woodyatt, Tuckeer, Roberts-Pennell, & Pittendreigh, 2000). This paper will present results of a study analyzing the unconventional vocalizations of a child with RS. The primary research question addresses the ability of familiar and unfamiliar listeners to interpret unconventional vocalizations as “yes” or “no” responses. This paper will also address the acoustic analysis and perceptual judgments of these vocalizations. Pre-recorded isolated vocalizations of “yes” and “no” were presented to 5 listeners (mother, father, 1 unfamiliar, and 2 familiar clinicians) and the listeners were asked to rate the vocalizations as either “yes” or “no.” The ratings were compared to the original identification made by the child's mother during the face-to-face interaction from which the samples were drawn. Findings of this study suggest, in this case, the child's vocalizations were intentional and could be interpreted by familiar and unfamiliar listeners as either “yes” or “no” without contextual or visual cues. The results suggest that communication partners should be trained to attend to eye-gaze and vocalizations to ensure the child's intended choice is accurately understood.

Antecedent Factors to Recommendation Intention on the Face-to-Face Job Consulting

2013 ◽  
Vol 14 (3) ◽  
pp. 115-133
Author(s):  
조현 ◽  
Jaeshin Park ◽  
ki-jin jang
Keyword(s):  
Face To Face ◽  
The Face ◽  
Recommendation Intention
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