Integrating online peer reviews into a college writing class in Taiwan
by Cheng, Pei-Chuan, Ph.D., INDIANA UNIVERSITY, 2009, 284 pages; 3354897

Abstract:

In the ESL context, researchers have begun to explore how online peer reviews differ from traditional face-to-face reviews, the impact of online peer reviews on students' revisions, and students' perceptions of online peer reviews. However, in the EFL context most of the research studies on peer reviews are conducted in a face-to-face context and relatively few research studies have been conducted to examine what actually happens in online peer reviews and whether the utilization of computer medium facilitates or hinders students' writing process and progress. Also, few studies on online peer reviews have explored students' motivation, engagement and the development of learner autonomy in the peer review process. The study aims to explore an EFL writing teacher's and 26 college students' experience of integrating online peer reviews into a college writing course, with an emphasis on their online peer review process. The research design of the study was an ethnographic case study of a writing class. Two analytical frameworks that were utilized to explore the characteristics of the online peer review comments are types of written comments (Mendonca & Johnson, 1994) and reader stances (Lockhart & Ng, 1995). Besides, to explore the writing teacher's and the students' perceptions of online peer review activities and their online peer review process, the researchers searched for themes and patterns that emerged from the data. The major findings suggested that the utilization of computer medium outside the classroom would increase students' learning time, but it does not necessarily increase learners' motivation, engagement and their autonomy. Some recommendations and pedagogical implications for implementing online peer reviews for EFL/ESL writing classes are provided. The results of this study can provide EFL/ESL teachers with insights into what happens in online peer review sessions and students' online peer review process. In addition, it also suggests that the researchers and writing teachers should look at why and whether students should use computer technology before conducting online peer reviews in a writing curriculum.

Key Words: Writing Curriculum, Online Peer Reviews, Learner Autonomy, Motivation.
 
AdviserFaridah Pawan
SchoolINDIANA UNIVERSITY
SourceDAI/A 70-04, p. , Jul 2009
Source TypeDissertation
SubjectsLanguage arts; Rhetoric; Educational technology; Higher education
Publication Number3354897
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