{"title":"在以过程为导向的 L2 写作中,学生对在线同伴反馈的看法:定性调查","authors":"Pelin Irgin , Zeynep Bilki","doi":"10.1016/j.stueduc.2024.101403","DOIUrl":null,"url":null,"abstract":"<div><p>Peer feedback has been of paramount importance in second language (L2) writing given that L2 learners especially need the facilitative role of feedback in improving their writing skills. Despite recent research highlighting the benefits of peer feedback in L2 writing, there is a call for more qualitative studies situated in classroom contexts to explore the continuous flow of peer feedback in a social community including technology-enhanced interactive social settings. This case study takes the students at a university in Turkey as the center of the peer feedback process and explores how L2 writers (n = 35) using student blogs for online peer evaluation in the naturalistic setting of an academic writing course perceive online peer feedback in L2 writing. This qualitative study adopted a case study design using the data from students’ essays (210 essays), blog-mediated peer comments (on 35 student blogs), and self-reflection papers (105 reflections). The data was analyzed through Braun and Clarke’s inductive thematic analysis. The analysis resulting in four themes revealed that peer feedback experienced in an online writing community improved students’ ability to perceive and use feedback effectively by creating opportunities for a shared understanding of peer feedback and establishing a writing community and also enhanced students’ critical thinking skills as an essential aspect of the writing process. This study provides insights into the student experience of online peer feedback in L2 writing, highlighting the importance of creating a supportive and collaborative learning environment to foster effective feedback practices and enhance the students’ L2 writing skills.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101403"},"PeriodicalIF":2.6000,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000828/pdfft?md5=cff1f7eaaeb5452c090472e6bd3c9b91&pid=1-s2.0-S0191491X24000828-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry\",\"authors\":\"Pelin Irgin , Zeynep Bilki\",\"doi\":\"10.1016/j.stueduc.2024.101403\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Peer feedback has been of paramount importance in second language (L2) writing given that L2 learners especially need the facilitative role of feedback in improving their writing skills. Despite recent research highlighting the benefits of peer feedback in L2 writing, there is a call for more qualitative studies situated in classroom contexts to explore the continuous flow of peer feedback in a social community including technology-enhanced interactive social settings. This case study takes the students at a university in Turkey as the center of the peer feedback process and explores how L2 writers (n = 35) using student blogs for online peer evaluation in the naturalistic setting of an academic writing course perceive online peer feedback in L2 writing. This qualitative study adopted a case study design using the data from students’ essays (210 essays), blog-mediated peer comments (on 35 student blogs), and self-reflection papers (105 reflections). The data was analyzed through Braun and Clarke’s inductive thematic analysis. The analysis resulting in four themes revealed that peer feedback experienced in an online writing community improved students’ ability to perceive and use feedback effectively by creating opportunities for a shared understanding of peer feedback and establishing a writing community and also enhanced students’ critical thinking skills as an essential aspect of the writing process. This study provides insights into the student experience of online peer feedback in L2 writing, highlighting the importance of creating a supportive and collaborative learning environment to foster effective feedback practices and enhance the students’ L2 writing skills.</p></div>\",\"PeriodicalId\":47539,\"journal\":{\"name\":\"Studies in Educational Evaluation\",\"volume\":\"83 \",\"pages\":\"Article 101403\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-09-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S0191491X24000828/pdfft?md5=cff1f7eaaeb5452c090472e6bd3c9b91&pid=1-s2.0-S0191491X24000828-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Studies in Educational Evaluation\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0191491X24000828\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Educational Evaluation","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0191491X24000828","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry
Peer feedback has been of paramount importance in second language (L2) writing given that L2 learners especially need the facilitative role of feedback in improving their writing skills. Despite recent research highlighting the benefits of peer feedback in L2 writing, there is a call for more qualitative studies situated in classroom contexts to explore the continuous flow of peer feedback in a social community including technology-enhanced interactive social settings. This case study takes the students at a university in Turkey as the center of the peer feedback process and explores how L2 writers (n = 35) using student blogs for online peer evaluation in the naturalistic setting of an academic writing course perceive online peer feedback in L2 writing. This qualitative study adopted a case study design using the data from students’ essays (210 essays), blog-mediated peer comments (on 35 student blogs), and self-reflection papers (105 reflections). The data was analyzed through Braun and Clarke’s inductive thematic analysis. The analysis resulting in four themes revealed that peer feedback experienced in an online writing community improved students’ ability to perceive and use feedback effectively by creating opportunities for a shared understanding of peer feedback and establishing a writing community and also enhanced students’ critical thinking skills as an essential aspect of the writing process. This study provides insights into the student experience of online peer feedback in L2 writing, highlighting the importance of creating a supportive and collaborative learning environment to foster effective feedback practices and enhance the students’ L2 writing skills.
期刊介绍:
Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.