Zhao, H orcid.org/0000-0002-9502-4763 (2018) New insights into the process of peer review for EFL writing: a process-oriented socio-cultural perspective. Learning and Instruction, 58. pp. 263-273. ISSN 0959-4752
Abstract
The process of peer review for EFL writing has remained underexplored despite the increasing volume of research on peer review. The current study justified, adopted and substantiated a process-oriented approach to exploring peer review through the lens of the socio-cultural theory, after critiquing the predominant product-oriented research paradigm.
Thirteen pairs of Chinese university EFL learners conducted peer review of six writing genres after receiving training in peer review. Peer interaction was scrutinised in terms of interaction patterns, mediating strategies, learning opportunities indicated by the amount and focus of oral peer feedback, and their intertwined relationships.
Quantitative and qualitative analyses revealed three distinct interaction patterns and associated differed varieties of mediating strategies, amounts of oral peer feedback and focuses of peer interaction. The contrasting differences between the collaborative and dominant/dominant patterns revealed the importance of interactive peer interaction for generating a conducive learning environment for effective peer review for EFL writing. Important implications were provided based on results.
Metadata
Item Type: | Article |
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Authors/Creators: | |
Copyright, Publisher and Additional Information: | Crown Copyright © 2018 Published by Elsevier Ltd. This is an author produced version of a paper published in Learning and Instruction. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | interaction patterns; mediating strategies; oral peer feedback; process-approach paradigm of peer review; other-regulation in the socio-cultural theory |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 10 Aug 2018 09:59 |
Last Modified: | 07 Feb 2020 01:38 |
Status: | Published |
Publisher: | Elsevier |
Identification Number: | 10.1016/j.learninstruc.2018.07.010 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:134427 |
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