ERIC Number: EJ1468684
Record Type: Journal
Publication Date: 2021
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2575-9809
Available Date: 0000-00-00
Spanish Writing Learners' Stances as Peer Reviewers
Emilia Illana-Mahiques; Carol Severino
Journal of Response to Writing, v7 n2 Article 2 p6-36 2021
This study explores the attitudes and perceptions about online peer review of 18 Spanish learners enrolled in a third-year college Spanish writing course. Students participated in peer review training, wrote a personal narrative, and completed two online peer review sessions before submitting their final narrative. Using data from questionnaires, interviews, a peer review simulation task, and the first author's journal, this qualitative study investigates students' approaches to peer review and the different practices they employ when commenting on their peers' drafts. Results show that even though students receive the same training, they interpret and enact that training differently. Students position themselves into specific feedback-giving stances: critical, sensitive, interpretive, and supportive. Two case studies show how two students' particular stances as feedback givers (critical and sensitive, respectively) impact commenting practices and decision-making during the peer-review process. Based on these findings, recommendations for language teachers to enhance students' awareness of themselves as feedback givers are drawn.
Descriptors: Peer Evaluation, Spanish, Writing Instruction, Feedback (Response), Computer Mediated Communication, Decision Making, Second Language Instruction, Second Language Learning, Personal Narratives, College Students, Student Attitudes
Journal of Response to Writing. Brigham Young University Department of Linguistics, 4064 JFSB, Provo, UT 84602. Web site: https://scholarsarchive.byu.edu/journalrw/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A