Enhancing Online Collaboration: Virtual Peer Review in the Writing Classroom Lee-Ann Kastman Breuch

10.2190/oegc8 ◽  
2005 ◽  
Author(s):  
Lee-Ann Kastman Breuch
Keyword(s):  
Peer Review ◽  
Online Collaboration ◽  
Writing Classroom

Japanese student writers’ perspectives on anonymous peer review

ELT Journal ◽  
2019 ◽  
Vol 73 (3) ◽  
pp. 296-305 ◽  
Author(s):  
Sugene Kim
Keyword(s):  
Peer Review ◽  
Asian Students ◽  
Writing Classroom ◽  
Structured Interviews ◽  
Cultural Backgrounds ◽  
Student Writers ◽  
Efl Learners ◽  
Face To Face ◽  
Japanese Student ◽  
Peer Reviewers

Abstract This article explores Japanese EFL learners’ perceptions of face-to-face vs. anonymous peer review in a writing classroom. Albeit few in number, some studies claim that Asian students exhibit difficulty in providing negative feedback because they tend to be hesitant for cultural reasons to criticize others’ work. To verify and extend such observations, this study collected data from 64 Japanese college students regarding their experiences and perspectives after they performed peer review in both conditions. Analysis of the data collected through a survey and semi-structured interviews did not support the previously held views that learners from non-Western cultural backgrounds are predisposed to be reluctant peer reviewers. Further, the findings indicated that Japanese EFL learners’ preference for a specific peer-review mode interacts closely with various factors. Possible pedagogical implications are discussed in relation to ways to better implement peer-review sessions.

Slow Peer Review in the Writing Classroom

2021 ◽  
Vol 21 (2) ◽  
pp. 369-383
Author(s):  
Timothy Oleksiak
Keyword(s):  
Peer Review ◽  
Student Writing ◽  
Writing Classroom ◽  
Fake News ◽  
Writing Teachers ◽  
Writing Class ◽  
Initial Results

Abstract This article offers slow peer review as an approach to student-to-student peer review in the writing classroom. Slow peer review is based in the values and theories of rhetorical feminism and, when executed purposefully, can function as a fitting alternative to fake news rhetoric. In addition to articulating the steps of slow peer review, this article illustrates how two students in a sophomore-level writing class engaged in the practice. Initial results suggest that nondirective description can lead to meaningful changes in student writing. The article concludes with further considerations for writing teachers who wish to conduct slow peer review in their own classrooms.

scholarly journals L2 writers’ perspectives on face-to-face and anonymous peer review: Voices from China

2021 ◽  
pp. 149-164
Author(s):  
Sugene Kim ◽  
Yizhou Lan
Keyword(s):  
Peer Review ◽  
Asian Students ◽  
Writing Classroom ◽  
Efl Learners ◽  
Face To Face ◽  
Initial Stage ◽  
The Face ◽  
Peer Reviewers ◽  
Field Notes ◽  
Survey Interviews

To validate a recent study conducted in the Japanese context that contradicted the previously held view that Asian students are culturally predisposed to be reluctant peer reviewers, this study examined Chinese EFL learners’ experiences with and perspectives on peer review in a writing classroom. Fifty-seven college students were asked to perform peer review in face-to-face and anonymous modes to examine whether anonymising the process encourages them to offer more constructive criticism. Data were collected from a Likert-based survey, interviews, and the instructor’s field notes. Statistical analysis of the survey data only partially supported the findings of the study replicated, indicating Chinese students’ preference for both face-to-face and anonymous review modes. Although most of the participants exhibited resistance to peer review during the initial stage, they began to appreciate the benefits of the activity, particularly the verbal discussion component of the face-to-face mode, while some of them refused to give negative feedback on their peers’ work. Regardless of the peer-review mode, the participants remained overly conscious of their feedback accuracy and continued to seek confirmation and oversight from an authority figure (the teacher) rather than taking initiative

An empirical review of gambling expansion and gambling-related harm

2018 ◽  
Vol 64 (5-6) ◽  
pp. 295-306 ◽  
Author(s):  
Debi A. LaPlante ◽  
Heather M. Gray ◽  
Pat M. Williams ◽  
Sarah E. Nelson
Keyword(s):  
Literature Review ◽  
Peer Review ◽  
Empirical Data ◽  
Empirical Studies ◽  
Expansion Method ◽  
Responsible Gambling ◽  
Review Literature ◽  
Evidence Based ◽  
Empirical Comparison ◽  
Related Harm

Abstract. Aims: To discuss and review the latest research related to gambling expansion. Method: We completed a literature review and empirical comparison of peer reviewed findings related to gambling expansion and subsequent gambling-related changes among the population. Results: Although gambling expansion is associated with changes in gambling and gambling-related problems, empirical studies suggest that these effects are mixed and the available literature is limited. For example, the peer review literature suggests that most post-expansion gambling outcomes (i. e., 22 of 34 possible expansion outcomes; 64.7 %) indicate no observable change or a decrease in gambling outcomes, and a minority (i. e., 12 of 34 possible expansion outcomes; 35.3 %) indicate an increase in gambling outcomes. Conclusions: Empirical data related to gambling expansion suggests that its effects are more complex than frequently considered; however, evidence-based intervention might help prepare jurisdictions to deal with potential consequences. Jurisdictions can develop and evaluate responsible gambling programs to try to mitigate the impacts of expanded gambling.

A retrospective analysis of peer review at Physiologia Plantarum

1994 ◽  
Vol 92 (4) ◽  
pp. 535-542 ◽  
Author(s):  
Terence M. Murphy ◽  
Jessica M. Utts
Keyword(s):  
Peer Review ◽  
Retrospective Analysis
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