TY - JOUR
T1 - Reviewer stances and writer perceptions in EFL peer review training
AU - Min, Hui Tzu
N1 - Funding Information:
This research is partially sponsored by the Ministry of Education and the National Science Council of the Republic of China on Taiwan (NSC 91-2815-C-006-088-H) and by the Landmark Project of National Cheng Kung University, Taiwan. The author wishes to thank the anonymous reviewers and the editor for their helpful comments.
PY - 2008
Y1 - 2008
N2 - 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 "revision-oriented" 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.
AB - 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 "revision-oriented" 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.
UR - https://www.scopus.com/pages/publications/45549090032
UR - https://www.scopus.com/pages/publications/45549090032#tab=citedBy
U2 - 10.1016/j.esp.2008.02.002
DO - 10.1016/j.esp.2008.02.002
M3 - Article
AN - SCOPUS:45549090032
SN - 0889-4906
VL - 27
SP - 285
EP - 305
JO - English for Specific Purposes
JF - English for Specific Purposes
IS - 3
ER -