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Peer reviewedCarson, Joan G.; Nelson, Gayle L. – Journal of Second Language Writing, 1994
Writing groups, used in many English-as-a-Second-Language (ESL) composition classrooms, pose problems for some students from collectivistic cultures such as Japan and China. Suggested reasons are the individual benefit goal, the need for feedback rather than group harmony, and strained group dynamics. (Contains 41 references.) (Author/LB)
Descriptors: Feedback, Foreign Countries, Group Behavior, Group Dynamics
Peer reviewedMcManus, Ginger; Kirby, Dan – English Journal, 1988
Suggests that peer group instruction is one of the most significant benefits to have emerged from the process approach to writing instruction. Presents a teacher's classroom research on the peer group response method. (ARH)
Descriptors: Classroom Research, Cooperative Learning, English Instruction, Grade 10
