"We Learn from Each Other": Peer Review Writing Practices in English for Academic Purposes

Autor/inn/en	Kostopoulou, Stergiani; O'Dwyer, Fergus
Titel	"We Learn from Each Other": Peer Review Writing Practices in English for Academic Purposes
Quelle	In: Language Learning in Higher Education, 11 (2021) 1, S.67-91 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2021-2006
Schlagwörter	Peer Evaluation; Second Language Learning; Second Language Instruction; Undergraduate Students; English for Academic Purposes; Graduate Study; Universities; Writing Instruction; Writing (Composition); Feedback (Response); Learning Processes; Foreign Countries; Student Attitudes; Personal Autonomy; Writing Evaluation; Metacognition; Self Efficacy; Masters Programs; Portfolios (Background Materials); Writing Assignments; Foreign Students; Program Evaluation; Ireland + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Aufbaustudium; Graduiertenstudium; Hauptstudium; University; Universität; Schreibunterricht; Schreibübung; Learning process; Lernprozess; Ausland; Schülerverhalten; Individuelle Autonomie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Self-efficacy; Selbstwirksamkeit; Magister course; Magisterstudiengang; Programme evaluation; Programmevaluation; Irland
Abstract	This evidence-based, procedural paper outlines academic writing peer review practices conducted by Pre-Master's Pathway and pre-undergraduate Foundation programme students at two Irish universities. The theoretical framework section presents the view that formative teacher feedback on student writing alone is insufficient, suggesting sustainable feedback through transmission of knowledge via student-generated feedback. We outline the peer review process, providing learners' reactions focusing on what went well and what can be improved. This provides an outline of possible processes for others to use in their context, with a discussion of relevant considerations. Issues discussed include how to enhance the quality of peer feedback and maximize its impact on student learning. The ultimate aim of the practices is to improve the experience of the learners, and better facilitate their readiness for forthcoming modules in Irish universities. Overall peer review practices develop emerging academic writers, and should be considered in foundational, pre-sessional and beginning stages of learning in undergraduate, and those returning to Masters programmes. Peer review practices require active involvement and collaboration, and can improve self-regulation capabilities of emerging academic writers. The practices effectively encourage the transmission of socially constructed knowledge regarding their capabilities, and ultimately lead to improved self-efficacy and general writing abilities of learners. (As Provided).
Anmerkungen	De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01