Does the peer review mode make a difference? An exploratory look at undergraduates' performances and preferences in a writing course
The importance of peer review practice in writing courses has been strongly supported by pedagogical research. Adopting a mixed-methods approach, this study investigated three peer review modes in an undergraduate academic writing course through the lens of students’ writing performances and percept...
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sg-ntu-dr.10356-1789782024-07-20T16:56:25Z Does the peer review mode make a difference? An exploratory look at undergraduates' performances and preferences in a writing course Hsieh, Yi-Chin Leong, Alvin Ping Lin, Yu-Ju Aryadoust, Vahid School of Humanities National Institute of Education Language and Communication Centre Arts and Humanities Interactivity Writing The importance of peer review practice in writing courses has been strongly supported by pedagogical research. Adopting a mixed-methods approach, this study investigated three peer review modes in an undergraduate academic writing course through the lens of students’ writing performances and perceptions. The three modes are (i) face-to-face peer review (F2F), (ii) anonymous computer-mediated peer review (CMPR), and (iii) blended peer review (a blend of F2F and anonymous CMPR). Three classes enrolled in an academic writing course participated in this study. Students’ assignments were collected to analyze their writing performances. Focus group discussions (FGDs) were administered to investigate students’ perceptions of the peer review modes, including their perceived usefulness of the feedback and the review processes. The findings show that the students’ writing performances significantly improved after the peer review session in all three peer review modes, with the anonymous CMPR and the blended mode showing stronger effectiveness as compared to the F2F mode. The participants generally preferred the blended mode, which addresses the limitations of both F2F and anonymous CMPR by leveraging the merits of both. We propose the use of the blended peer review mode to accommodate different learning needs and maximize the effectiveness of peer review practice. Ministry of Education (MOE) Submitted/Accepted version This study was funded by the MOE Tertiary Education Research Fund, Singapore. The funding agency has no involvement in the study design, data collection and analysis, interpretation of data, the writing of the report, and the decision to submit the article for publication. 2024-07-15T05:12:18Z 2024-07-15T05:12:18Z 2024 Journal Article Hsieh, Y., Leong, A. P., Lin, Y. & Aryadoust, V. (2024). Does the peer review mode make a difference? An exploratory look at undergraduates' performances and preferences in a writing course. Computers and Composition, 72, 102854-. https://dx.doi.org/10.1016/j.compcom.2024.102854 8755-4615 https://hdl.handle.net/10356/178978 10.1016/j.compcom.2024.102854 2-s2.0-85189808904 72 102854 en Computers and Composition © 2024 Elsevier Inc. All rights reserved. This article may be downloaded for personal use only. Any other use requires prior permission of the copyright holder. The Version of Record is available online at: http://dx.doi.org/10.1016/j.compcom.2024.102854 application/pdf |
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Arts and Humanities Interactivity Writing Hsieh, Yi-Chin Leong, Alvin Ping Lin, Yu-Ju Aryadoust, Vahid Does the peer review mode make a difference? An exploratory look at undergraduates' performances and preferences in a writing course |
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The importance of peer review practice in writing courses has been strongly supported by pedagogical research. Adopting a mixed-methods approach, this study investigated three peer review modes in an undergraduate academic writing course through the lens of students’ writing performances and perceptions. The three modes are (i) face-to-face peer review (F2F), (ii) anonymous computer-mediated peer review (CMPR), and (iii) blended peer review (a blend of F2F and anonymous CMPR). Three classes enrolled in an academic writing course participated in this study. Students’ assignments were collected to analyze their writing performances. Focus group discussions (FGDs) were administered to investigate students’ perceptions of the peer review modes, including their perceived usefulness of the feedback and the review processes. The findings show that the students’ writing performances significantly improved after the peer review session in all three peer review modes, with the anonymous CMPR and the blended mode showing stronger effectiveness as compared to the F2F mode. The participants generally preferred the blended mode, which addresses the limitations of both F2F and anonymous CMPR by leveraging the merits of both. We propose the use of the blended peer review mode to accommodate different learning needs and maximize the effectiveness of peer review practice. |
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School of Humanities |
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School of Humanities Hsieh, Yi-Chin Leong, Alvin Ping Lin, Yu-Ju Aryadoust, Vahid |
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Article |
author |
Hsieh, Yi-Chin Leong, Alvin Ping Lin, Yu-Ju Aryadoust, Vahid |
author_sort |
Hsieh, Yi-Chin |
title |
Does the peer review mode make a difference? An exploratory look at undergraduates' performances and preferences in a writing course |
title_short |
Does the peer review mode make a difference? An exploratory look at undergraduates' performances and preferences in a writing course |
title_full |
Does the peer review mode make a difference? An exploratory look at undergraduates' performances and preferences in a writing course |
title_fullStr |
Does the peer review mode make a difference? An exploratory look at undergraduates' performances and preferences in a writing course |
title_full_unstemmed |
Does the peer review mode make a difference? An exploratory look at undergraduates' performances and preferences in a writing course |
title_sort |
does the peer review mode make a difference? an exploratory look at undergraduates' performances and preferences in a writing course |
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2024 |
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https://hdl.handle.net/10356/178978 |
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1814047415399874560 |