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Achieving Harmony: Tuning into Practice
Friday, June 19 • 8:30am - 9:15am
CON10.13 - EAL writers as peer reviewers: Challenges and opportunities

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It can be challenging to incorporate peer review in writing-curriculum design or renewal, especially with a significant English-as-additional-language (EAL) population. Students distrust peer review if they believe peers are weak writers, and EAL writers may not feel confident about their ability to provide “correct” feedback. In pre-professional programs such as business, peer review has not been widely adopted in writing courses (Rieber, 2010) even though students will need those skills in their working lives (Holst-Larkin, 2008). Proposing that peer review can enhance EAL students’ writing skills, professionalism, and confidence, we begin this session by describing why and how we incorporated peer review in three business-writing classes, each with a large EAL constituency. We then invite discussion to explore such questions as—How does peer review impact students’ revisions? Does peer review increase EAL students’ confidence in their feedback and writing? How do we help peers work through differences in language fluency? What value do students place on peer review? What do students and instructors learn? We conclude with a brief review of studies about the effects of peer-review on EAL writers (e.g. Choi, 2013; Vorobel & Kim, 2013), including early results from our research-in-process on this topic. Our experience will resonate with writing instructors and course developers considering or using peer review. Session participants will learn more about the challenges and opportunities of incorporating peer review, and will take away strategies to support EAL and non-EAL learners.

Choi, J. (2013). Does peer feedback affect L2 writers’ L2 learning, composition skills, metacognitive knowledge, and L2 writing anxiety? English Teaching, 68(3), 187-213.

Holst-Larkin, J. (2008). Actively learning about readers: Audience modelling in business writing. Business Communication Quarterly, 71(75), 75-80. doi:10.1177/1080569907312878

Rieber, L. J. (2010). Using peer review to improve student writing in business courses. Journal of Education for Business, 81(6), 322-326. doi:10.3200/JOEB.81.6.322-326

Vorobel, O. & Kim, D. (2013). Focusing on content: Discourse in L2 peer review groups. TESOL Journal, 5(4), 698-720. doi:10.1002/tesj.126



Friday June 19, 2015 8:30am - 9:15am
Cypress 2 Room

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