Graduate writers’ perceptions of teacher-student group conferences in an EAP writing course

IF 3.1 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Michelle Kunkel
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引用次数: 0

Abstract

Teacher-student group conferences (TSGCs) integrate the advantages of peer response with those of individual writing conferences, allowing teachers to comment on learners' drafts while students apprentice into the peer reviewer role by observing the teacher's model. Although several scholars have advocated for TSGCs as a pedagogical practice, TSGCs have received little empirical attention. This study exemplifies how I used TSGCs as an intervention in my graduate-level EAP writing class. Using data from pre/post course surveys, post-TSGC feedback forms, post-course interviews, and final course evaluations, I report on students' perceptions of the TSGCs, including their perceived advantages and disadvantages. Overall, students appreciated the diverse perspectives TSGCs provided and the learning opportunities available when reviewing peers' drafts, receiving feedback, and listening to my comments. Although students' lack of disciplinary knowledge was occasionally problematic, they still saw the utility of TSGCs. Students also outlined strategies they developed for giving feedback if their peers' papers were difficult to understand. Disadvantages identified included difficulties from mixed proficiency levels, time and format limitations, disciplinary distance, quality of peer comments, and cultural differences. I conclude with suggestions for addressing these disadvantages, focusing specifically on important considerations when using TSGCs with graduate students from diverse backgrounds.

"研究生作家对 EAP 写作课程中师生小组会议的看法"
师生小组会议(TSGCs)整合了同伴回应和个人写作会议的优势,允许教师对学生的草稿进行评论,而学生则通过观察教师的示范,学着扮演同伴评论者的角色。虽然有几位学者提倡将TSGCs作为一种教学实践,但TSGCs却很少受到实证研究的关注。本研究举例说明了我是如何在研究生水平的EAP写作课上使用TSGCs作为干预措施的。通过使用课程前后调查、TSGC 后反馈表、课程后访谈和最终课程评估中的数据,我报告了学生对 TSGC 的看法,包括他们认为的优点和缺点。总的来说,学生们很欣赏 TSGC 提供的多元化视角,以及在审阅同伴的草稿、接受反馈和听取我的意见时所获得的学习机会。虽然学生缺乏学科知识偶尔会造成问题,但他们仍然看到了TSGC的作用。学生们还概述了他们在同学的论文难以理解时提出反馈意见的策略。所发现的不利因素包括:水平参差不齐造成的困难、时间和形式的限制、学科距离、同行评论的质量以及文化差异。最后,我提出了解决这些缺点的建议,特别强调了与来自不同背景的研究生一起使用 TSGC 时的重要注意事项。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.60
自引率
13.30%
发文量
81
审稿时长
57 days
期刊介绍: The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself.
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