Online and face-to-face peer review in academic writing: Frequency and preferences

Peer review studies have been done for years. It has been found that by having these activities, learners will get benefits from the communication with the peer who can give them input to improve their writing performance. Peer review can be done face to face or online. Face to face peer review is done synchronously where two students are having discussion on their essay, whereas online peer review can be done synchronously or asynchronously. This preliminary study investigates how the application of synchronous online peer review in Academic Writing class can be implemented to help them to do revision and improve their writing skills. The participants of this study is 50 students of academic writing class from two different class. This is an experimental study where the students were treated to get peer review activities from the software which is uploaded in web. They did the practice twice with the shuffled questions. This was aimed that they would be ready to give review. Pre-test and post-test were conducted and Gracian questionnaire to know their learning styles was uploaded in the web for them to fill in order to know their learning styles. it was found out that there are some improvement and there is correlation between their academic skills and the learning styles.

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The Correlation between Online Peer Review and Academic Writing Students’ Learning Styles

Celt A Journal of Culture English Language Teaching & Literature ◽

10.24167/celt.v18i2.1246 ◽

2018 ◽

Vol 18 (2) ◽

pp. 245

Author(s):

Emilia Ninik Aydawati ◽

Dwi Rukmini ◽

Dwi Anggani Linggar Bharati ◽

Sri Wuli Fitriati

Keyword(s):

Learning Styles ◽

Peer Review ◽

Academic Writing ◽

Writing Skills ◽

Academic Skills ◽

Face To Face ◽

Writing Class ◽

Writing Students ◽

Post Test ◽

Preliminary Study

Peer review studies have been done for years. It has been found that by having these activities, learners will get benefits from the communication with the peer who can give them input to improve their writing performance. Peer review can be done face to face or online. Face to face peer review is done synchronously where two students are having discussion on their essay, whereas online peer review can be done synchronously or asynchronously. This preliminary study investigates how the application of synchronous online peer review in Academic Writing class can be implemented to help them to do revision and improve their writing skills. The participants of this study is 50 students of academic writing class from two different class. This is an experimental study where the students were treated to get peer review activities from the software which is uploaded in web. They did the practice twice with the shuffled questions. This was aimed that they would be ready to give review. Pre-test and post-test were conducted and Gracian questionnaire to know their learning styles was uploaded in the web for them to fill in order to know their learning styles. it was found out that there are some improvement and there is correlation between their academic skills and the learning styles.

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

Language Testing in Asia ◽

10.1186/s40468-019-0094-7 ◽

2019 ◽

Vol 9 (1) ◽

Cited By ~ 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.

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Face-to-face to online: PhD academic writing @Maastricht University

Innovative language teaching and learning at university: treasuring languages ◽

10.14705/rpnet.2020.40.1060 ◽

2020 ◽

pp. 13-19

Author(s):

Neill Wylie

Keyword(s):

Academic Writing ◽

Online Courses ◽

Global Perspective ◽

Innovative Teaching ◽

Face To Face ◽

Strong Focus ◽

Writing Course ◽

The Face ◽

Language Needs

Maastricht University (UM) has a distinct global perspective and a strong focus on innovation. UM offers an array of PhD courses to distance and campus based students who have access to elective, credit bearing modules and the language needs of these students are catered for by the Language Centre. Many PhD candidates choose to take an academic writing course in their first or second year of their degree. In recent years, demand for a more student focused, flexible academic writing course has grown. In line with UM’s policy of supporting innovative teaching practices, the Language Centre’s face-to-face PhD academic writing course, PhD Writing 1, has been transformed into a fully online course containing eight interactive webinar sessions named Online PhD Writing, which runs in addition to the face-to-face rendition. On the back of the success of this course, coupled with increased demand for a follow up course, this author was tasked with creating an advanced online PhD academic writing course to cater for global students with diverse time zones and schedules. This paper evaluates the challenges posed and the advances made in constructing both online courses and explores the technologies used in implementing them.

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Exploring the Effectiveness of Online Synchronous Learning Management Systems

Assessing the Effectiveness of Virtual Technologies in Foreign and Second Language Instruction - Advances in Linguistics and Communication Studies ◽

10.4018/978-1-5225-7286-2.ch007 ◽

2019 ◽

pp. 168-190

Author(s):

Fatemeh Nami

Keyword(s):

Language Learning ◽

Academic Writing ◽

Language Instruction ◽

Foreign Language Instruction ◽

Writing Assignments ◽

Face To Face ◽

Synchronous Learning ◽

The Face ◽

Learning Management ◽

Writing Knowledge

In line with calls for a more comprehensive understanding of the potentials of virtual environments for language learning/teaching, the chapter reports a study on the application of a synchronous learning management system (SLMS). The development of academic writing knowledge of a group of MA students attending an online academic writing course in a state university in Tehran was compared with that of a similar group in a face-to-face course in the same university. The analysis of participants' classroom discussions and their writing assignments indicated that although the writing knowledge of both groups improved by the end of the course, the nature of changes differed from the online group to the face-to-face one. It is suggested that while SLMSs have opened up new horizons for the instruction/practice of language skills, their uses are largely context- and user-specific. The finding of this study feeds into research on SLMS-based foreign language instruction.

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Dyads Versus Groups: Using Different Social Structures in Peer Review to Enhance Online Collaborative Learning Processes

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v17i2.2107 ◽

2016 ◽

Vol 17 (2) ◽

Cited By ~ 3

Author(s):

Francesca Pozzi ◽

Andrea Ceregini ◽

Lucia Ferlino ◽

Donatella Persico

Keyword(s):

Peer Review ◽

Qualitative Data ◽

Evaluation Model ◽

Learning Processes ◽

Point Of View ◽

Educational Levels ◽

Face To Face ◽

Online Collaborative Learning ◽

Trainee Teachers

<p>The Peer Review (PR) is a very popular technique to support socio-constructivist and connectivist learning processes, online or face-to-face, at all educational levels, in both formal and informal contexts. The idea behind this technique is that sharing views and opinions with others by discussing with peers and receiving and providing formative feedback enriches the quality of learning. In this study, a class of trainee teachers conducts an online PR. The resulting interactions are analyzed and evaluated by the researchers through the application of an evaluation model based on both quantitative and qualitative data. In particular, two conditions are studied, namely the PR in groups versus the PR in dyads. Results show that students who carried out the PR in groups were less active from the cognitive point of view, while they devoted more effort to deal with organizational matters and discourse facilitation.</p>

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Performance, Interaction, and Satisfaction of Graduate EAP Students in a Face-to-Face and an Online Class: A Comparative Analysis

TESL Canada Journal ◽

10.18806/tesl.v36i3.1324 ◽

2019 ◽

Vol 36 (3) ◽

pp. 132-153

Author(s):

Dmitri Stanchevici ◽

Megan Siczek

Keyword(s):

International Students ◽

Student Satisfaction ◽

Learning Community ◽

Academic Writing ◽

Online Courses ◽

Comparative Case Study ◽

Computer Assisted ◽

American University ◽

Writing Courses ◽

Face To Face

Before arriving in a host country, international students may be motivated to complete some institutional requirements online. Many studies address computer-assisted instruction for second-language students, but few focus on fully online English for Academic Purposes (EAP) writing courses. This comparative case study, grounded in action research, examined the extent to which a fully online version of a graduate-level EAP course offered to international students at a North American university achieved comparable outcomes to a face-to-face version. A quantitative and qualitative analysis of study participants’ performance and course evaluations indicated that the outcomes and student satisfaction of both cohorts were comparable. However, an examination of the participants’ final research papers and online interactions revealed differences and challenges. Based on these findings, it is recommended that future online courses provide more instruction on source integration, library research, and building an interactive learning community. Overall, the findings suggest that when carefully designed, assessed, and refined, fully online courses hold strong promise in EAP academic writing contexts. Les étudiantes et étudiants internationaux tiennent parfois à remplir certaines exigences institutionnelles en ligne avant de se rendre dans leur pays d’accueil. L’enseignement assisté par ordinateur pour les apprenantes et apprenants d’anglais langue seconde fait l’objet de nombreuses études, mais peu d’entre elles portent sur des cours d’écriture d’anglais académique (EAP) complètement dispensés en ligne. Entièrement basée sur la recherche-action, la présente étude de cas comparative fait état du degré de comparabilité des résultats d’un cours d’anglais académique de deuxième cycle complètement présenté en ligne à des étudiantes et étudiants internationaux inscrits à une université nord-américaine et des résultats obtenus lorsque le même cours était dispensé en personne. Une analyse quantitative et qualitative des rendements des participantes et participants et du cours lui-même a indiqué que les résultats et le degré de satisfaction des étudiantes et étudiants des deux cohortes se valaient. L’examen des rapports de recherche finaux des participantes et participants et celui des interactions en ligne ont toutefois révélé des écarts et des défis. Sur la base de ces constatations, il est recommandé que les futurs cours en ligne fournissent davantage d’instructions sur l’intégration des sources, sur les recherches en bibliothèque et sur la construction d’une communauté d’apprentissage interactif. Dans l’ensemble, les constatations de l’étude suggèrent que, s’ils sont soigneusement conçus, évalués et peaufinés, les cours complètement dispensés en ligne sont très prometteurs dans des contextes d’écriture en anglais académique.

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Japanese student writers’ perspectives on anonymous peer review

ELT Journal ◽

10.1093/elt/ccy061 ◽

2019 ◽

Vol 73 (3) ◽

pp. 296-305 ◽

Cited By ~ 1

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.

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