Reviewer stances and writer perceptions in EFL peer review training  

Oleh:

Min, Hui-Tzu

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: English for Specific Purposes (Full Text) vol. 27 no. 3 (2008), page 285-305 .
Fulltext: 27_03_Hui-Tzu Min.pdf (197.44KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/ESP/27 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

Research has shown that reviewers' stances can impact the efficacy of peer response/review and subsequent revision. The purpose of this classroom-based study was to compare reviewer stances and writer perceptions of/and attitudes toward these stances prior to and after peer review training in an EFL writing class. Eighteen intermediate EFL writers were coached for 2 months to make "revisionoriented" commentary by following a four-step procedure: Clarifying writers' intentions, identifying problems, explaining problems, and making specific suggestions. Each step characterized the probing, prescriptive, tutoring and collaborating reader stances, respectively. A textual analysis of reviewers' itemized commentary and retrospective interviews with writers revealed a dominant prescriptive stance among reviewers before the peer review training and a relatively more collaborative stance after training. The researcher discusses the research, methodological, and curricular implications of the findings and recommends a multiple-stance training procedure to better prepare ESL/EFL reviewers in the writing class.

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