ESL students in peer review

An action research study in a university English for Academic Purposes course

Jane Hislop, Elke STRACKE

    Research output: Contribution to journalArticle

    4 Downloads (Pure)

    Abstract

    This paper presents the findings of an action research study undertaken in a first-year English for Academic Purposes (EAP) course at a New Zealand university. The project focused on ESL learners’ beliefs about peer review and involved learners providing feedback on a peer’s draft essay and receiving that peer’s feedback. Students noted this activity in an entry in their language learning diary, and that entry became the main source of data collected. The research aimed to explore learners’ beliefs about peer review: how they felt about giving and receiving feedback, having peers read their writing, and the usefulness of peer review. Despite peer review becoming a frequently-used activity in university ESL/EFL writing classes, it is often unpopular with ESL students. This study describes the benefits and challenges of first-year students in providing and receiving feedback. It raises issues such as plagiarism and the effects of language proficiency levels on types of feedback. It discusses the value of conducting research from two perspectives: both the student reviewer and the writer receiving feedback. The analysis revealed that these students held strong beliefs about peer review. It also indicated that training students to participate in such an activity can deliver a richer experience leading to positive beliefs about peer review.
    Original languageEnglish
    Article number2
    Pages (from-to)9-44
    Number of pages36
    JournalUniversity of Sydney Papers in T E S O L
    Volume12
    Publication statusPublished - 2017

    Fingerprint

    peer review
    action research
    university
    student
    first-year student
    language
    New Zealand
    writer
    learning
    experience

    Cite this

    @article{73675fdea5264c48bc0f4b73ac7ae787,
    title = "ESL students in peer review: An action research study in a university English for Academic Purposes course",
    abstract = "This paper presents the findings of an action research study undertaken in a first-year English for Academic Purposes (EAP) course at a New Zealand university. The project focused on ESL learners’ beliefs about peer review and involved learners providing feedback on a peer’s draft essay and receiving that peer’s feedback. Students noted this activity in an entry in their language learning diary, and that entry became the main source of data collected. The research aimed to explore learners’ beliefs about peer review: how they felt about giving and receiving feedback, having peers read their writing, and the usefulness of peer review. Despite peer review becoming a frequently-used activity in university ESL/EFL writing classes, it is often unpopular with ESL students. This study describes the benefits and challenges of first-year students in providing and receiving feedback. It raises issues such as plagiarism and the effects of language proficiency levels on types of feedback. It discusses the value of conducting research from two perspectives: both the student reviewer and the writer receiving feedback. The analysis revealed that these students held strong beliefs about peer review. It also indicated that training students to participate in such an activity can deliver a richer experience leading to positive beliefs about peer review.",
    keywords = "Action research, , EAP, , ESL, , peer review",
    author = "Jane Hislop and Elke STRACKE",
    year = "2017",
    language = "English",
    volume = "12",
    pages = "9--44",
    journal = "University of Sydney Papers in T E S O L",
    issn = "1834-3198",

    }

    TY - JOUR

    T1 - ESL students in peer review

    T2 - An action research study in a university English for Academic Purposes course

    AU - Hislop, Jane

    AU - STRACKE, Elke

    PY - 2017

    Y1 - 2017

    N2 - This paper presents the findings of an action research study undertaken in a first-year English for Academic Purposes (EAP) course at a New Zealand university. The project focused on ESL learners’ beliefs about peer review and involved learners providing feedback on a peer’s draft essay and receiving that peer’s feedback. Students noted this activity in an entry in their language learning diary, and that entry became the main source of data collected. The research aimed to explore learners’ beliefs about peer review: how they felt about giving and receiving feedback, having peers read their writing, and the usefulness of peer review. Despite peer review becoming a frequently-used activity in university ESL/EFL writing classes, it is often unpopular with ESL students. This study describes the benefits and challenges of first-year students in providing and receiving feedback. It raises issues such as plagiarism and the effects of language proficiency levels on types of feedback. It discusses the value of conducting research from two perspectives: both the student reviewer and the writer receiving feedback. The analysis revealed that these students held strong beliefs about peer review. It also indicated that training students to participate in such an activity can deliver a richer experience leading to positive beliefs about peer review.

    AB - This paper presents the findings of an action research study undertaken in a first-year English for Academic Purposes (EAP) course at a New Zealand university. The project focused on ESL learners’ beliefs about peer review and involved learners providing feedback on a peer’s draft essay and receiving that peer’s feedback. Students noted this activity in an entry in their language learning diary, and that entry became the main source of data collected. The research aimed to explore learners’ beliefs about peer review: how they felt about giving and receiving feedback, having peers read their writing, and the usefulness of peer review. Despite peer review becoming a frequently-used activity in university ESL/EFL writing classes, it is often unpopular with ESL students. This study describes the benefits and challenges of first-year students in providing and receiving feedback. It raises issues such as plagiarism and the effects of language proficiency levels on types of feedback. It discusses the value of conducting research from two perspectives: both the student reviewer and the writer receiving feedback. The analysis revealed that these students held strong beliefs about peer review. It also indicated that training students to participate in such an activity can deliver a richer experience leading to positive beliefs about peer review.

    KW - Action research,

    KW - EAP,

    KW - ESL,

    KW - peer review

    M3 - Article

    VL - 12

    SP - 9

    EP - 44

    JO - University of Sydney Papers in T E S O L

    JF - University of Sydney Papers in T E S O L

    SN - 1834-3198

    M1 - 2

    ER -