UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
|
||||||||||||||||||||||||||||
| Abstract : Perpustakaan Tuanku Bainun |
| This study examines the efficacy of peer review as a powerful tool for improving the quality of student teachers_ writing through collaboration from their understanding and perspectives. In trying to move away from the traditional product-oriented approach to the process writing approach in the teaching of writing, the study examined whether peer feedback can have a positiveeffect on student teachers_ learning of writing skills. The data collection drew on two sources of information which included questionnaires and semi-structured interviews. Analysis of the data revealed that although participating student teachers preferred lecturer feedback compared to peer feedback, they were mindful and acknowledged that peer feedback can foster writing development. The follow-up interview data also demonstrated the positive aspects of peer review which promotes the concept that working together collaboratively produces better learning results than working alone. A majority of the student teachers had the desire to continue using peer feedback and forwarded some practical suggestions to improve the quality of peer review. An interesting perspective that came into view was the subtle shifts in student teachers_ thinking to view assessment for learning and not merely as an assessment of learning.
Keywords peer review; writing skills; feedback for learning; second language learners |
| References |
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21, 5–31.
Cho, K., & Schunn, C. D. (2007). Scaffolded writing and rewriting in the discipline: A webbased reciprocal peer review system. Computers & Education, 48(3), 409‒426.
De Guerrero, O., & Villamil, M. (2000). Activating the ZPD: Mutual scaffolding in L2 peer revision. The Modern Language Journal, 84(1), 51‒68.
Di Pardo, A., & Freedman, S. W. (1988). Peer response groups in the writing classroom: Theoretic foundations and new directions. Review of Educational Research, 58(2), 119–148.
Falchikov, N., and J. Goldfinch. (2000). Student peer assessment in higher education: Ametaanalysis comparing peer and teacher marks. Review of Educational Research, 70(3), 287‒322.
Fathman, A., and Whalley, E. (1990). Teacher response to student writing: Focus on form versus content. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 178‒190). New York: Cambridge University Press.
Ferris, D. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31 (Special-topic issue), 315–339.
Gammill, D. M. (2006). Learning the write way. The Reading Teacher, 59(8), 754‒762.
Hauptle, C. (2006). Liberating dialogue in peer review: Applying Liz Lerman’s criticalresponse process to the writing classroom. Issues in Writing, 16(2), 162‒183.
Hawe, E., Dixon, H., & Watson, E. (2008). Oral feedback in the context of written language. Australian Journal of Language and Literacy, 31, 43–58.
Lannon, J.M. (2008). The writing process: A concise rhetoric, reader, and handbook (10th ed.). New York: Longman.
Lantolf, J. P. (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press.
Lantolf, J. P., & Thorne, S. L. (Eds.). (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
Lundstrom, K., and Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewers’ own writing. Journal of Second Language Writing, 18(1), 30‒43.
Min, H.T. (2005). Training students to become successful peer reviewers. System, 33(2), 293– 308.
Monroe, B. W., and Troia, G. A. (2006). Teaching writing strategies to middle school students with disabilities. Journal of Educational Research, 100, 21‒33.
Patchan, M. M., Charney, D., and Schunn, C. D. (2009). A validation study of students’ end comments: Comparing comments by students, a writing instructor, and a content instructor. Journal of Writing Research, 1(2), 124‒152.
Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23‒30.
Svalberg, A. M. L. (2009). Engagement with language: Interrogating a construct. Language Awareness, 18(3-4), 242–258.
Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631‒645.
Van Lier, L. (2007). Action-based teaching, autonomy and identity. Innovation in Language Learning and Teaching, 1(1), 46–65.
Villamil, O. S., & Guerrero, M. C. (2006). Socio-cultural theory: A framework for understanding the sociocognitive dimensions of peer feedback. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues. Cambridge: Cambridge University Press.
Vygotsky, L. S. (1978). Mind in society. Cambridge: Harvard University Press. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |