Two Decades of Research in L2 Peer Review

One hundred and three (N=103) peer review studies contextualized in L2 composition classrooms and published between 1990 and 2015 were reviewed. To categorize constructs in research studies, this researcher used Lai’s (2010) three Ps dimensions (perceptions, process, and product). Perceptions are th...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Journal of writing research 2016-06, Vol.8 (1), p.81-117
1. Verfasser: Chang, C. Yea-huey
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:One hundred and three (N=103) peer review studies contextualized in L2 composition classrooms and published between 1990 and 2015 were reviewed. To categorize constructs in research studies, this researcher used Lai’s (2010) three Ps dimensions (perceptions, process, and product). Perceptions are the beliefs and attitudes of peer review. Process refers to the learning process or implementation procedures of peer review. Product is the learning outcomes of peer review. A thematic analysis of the studies’ constructs showed that perception studies examined learners’ general perceptions/attitudes, Asian students’ perceptions/attitudes (cultural influences), and learner perceptions of peer feedback in comparison to self and/or computerized feedback. Process studies discussed the effects of training, checklists/rubrics, writer-reviewer relationships, the nature of peer feedback, communicative language, timing of teacher feedback on peer feedback, grouping strategies, as well as communicative medium. Product research, on the other hand, investigated peer feedback adoption rates and ratio of peer-influenced revisions, effects of peer review on writers’ revision quality, effects of peer review on reviewers’ gains, and effects of peer review on writers’ self revision. In light of this review, research gaps are identified and suggestions for future research are offered.
ISSN:2030-1006
2030-1006
DOI:10.17239/jowr-2016.08.01.03