TY - JOUR
T1 - Effect of teacher modeling and feedback on EFL students' peer review skills in peer review training
AU - Min, Hui Tzu
N1 - Funding Information:
This research is supported by the Ministry of Science and Technology of the Republic of China in Taiwan ( MOST 100-2410-H-006-062 , MOST 102-2410-H-006-018 ). Part of this paper was co-presented with Yi-Min Chiu in Acquiring and retaining detecting and commenting skills through peer review training: Effects of observation and feedback at the 2014 Symposium of Second Language Writing held in Tempe, Arizona. I would like to thank the anonymous reviewers for their helpful comments, the statistics adviser and the editor, Guillaume Gentil for their invaluable feedback on earlier drafts of this paper. Additional thanks go to my doctoral and graduate research assistants, Yi-Min Chiu and Chubby Huang for their video recording, data coding and compiling, and preliminary statistical analyses, and to the participating writing teacher Andrea and her students. Appendix A A.1
Publisher Copyright:
© 2016 Elsevier Inc.
PY - 2016/3/1
Y1 - 2016/3/1
N2 - Scant knowledge is available about the separate and combined effects of teacher modeling and feedback on peer reviewers' commenting skills in peer review training studies. The study, drawing on a social cognitive model of sequential skill acquisition (Schunk & Zimmerman, (1997). Educational Psychologist, 32, 195. doi:10.1207/s15326985ep3204_1), aimed to examine the effect of two modeling (mastery and coping) and two feedback (praise and correction plus explication) types and their combinations on EFL students' independent use of trained peer review skills for higher-order issues in academic paragraphs in a 7-week instructional training program. 53 college freshmen were divided into two groups, one observing a video of a mastery model flawlessly demonstrating a 4-step peer review procedure, and the other observing a coping model showing a flawed demonstration of steps and subsequent strategies for solving the problems. Half of each group then received praise on their correctly learned steps in the practice session, and the other half received correction plus explication on their incorrectly learned ones. Results of the posttest and delayed posttest show that the two modeling types interacted with the two feedback types to produce differential effects on each group's peer review skills over time, with the combination of mastery modeling and correction and explication being the most effective approach. Subjects' background knowledge and task demands appear to mediate the effectiveness of the two models. Research and pedagogical implications are discussed.
AB - Scant knowledge is available about the separate and combined effects of teacher modeling and feedback on peer reviewers' commenting skills in peer review training studies. The study, drawing on a social cognitive model of sequential skill acquisition (Schunk & Zimmerman, (1997). Educational Psychologist, 32, 195. doi:10.1207/s15326985ep3204_1), aimed to examine the effect of two modeling (mastery and coping) and two feedback (praise and correction plus explication) types and their combinations on EFL students' independent use of trained peer review skills for higher-order issues in academic paragraphs in a 7-week instructional training program. 53 college freshmen were divided into two groups, one observing a video of a mastery model flawlessly demonstrating a 4-step peer review procedure, and the other observing a coping model showing a flawed demonstration of steps and subsequent strategies for solving the problems. Half of each group then received praise on their correctly learned steps in the practice session, and the other half received correction plus explication on their incorrectly learned ones. Results of the posttest and delayed posttest show that the two modeling types interacted with the two feedback types to produce differential effects on each group's peer review skills over time, with the combination of mastery modeling and correction and explication being the most effective approach. Subjects' background knowledge and task demands appear to mediate the effectiveness of the two models. Research and pedagogical implications are discussed.
UR - http://www.scopus.com/inward/record.url?scp=84958267801&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84958267801&partnerID=8YFLogxK
U2 - 10.1016/j.jslw.2016.01.004
DO - 10.1016/j.jslw.2016.01.004
M3 - Article
AN - SCOPUS:84958267801
SN - 1060-3743
VL - 31
SP - 43
EP - 57
JO - Journal of Second Language Writing
JF - Journal of Second Language Writing
ER -