allen presentation v4_(0419)
TRANSCRIPT
Graduate students’ self-reported perspectives regarding peer feedback and feedback from
writing consultants
Presenter: Pei-Lun Allen Lee
Instructor: Dr. Pi-Ying Teresa Hsu
Date: April 20, 2011
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Citation
Chen, C. W. –Y. (2010). Graduate students’ self-reported perspectives regarding peer feedback and feedback from writing consultants. Asia Pacific Education Review, 11, 151-158.
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Content
Introduction
Literature Review
Research Methodology
Findings
Discussion
Conclusion
Reflection
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Introduction
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Feedbackwriting a second
language
Introduction
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others respond
Writing
learn
Purpose
To examine students’ perceptions of writing consultants feedback and peers feedback
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feedback
Peers
Writing consultants
Literature Review
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Students also recognize the importance of peer feedback.
(Miao et al., 2006)
Teacher feedback
Peer feedback
Literature Review
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(Thompson, 2009; Thonus, 2002, 2004; Weigle & Nelson, 2004; Williams, 2004; Williams & Severino, 2004)
A survey of the literature reveals that much research has been conducted on different aspects of writing center practices. Many studies focus on the interaction between tutor and tutees.
Literature Review
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There is a need to expand the research to other kinds of students in other kinds of setting.
(William, 2004)
Research Methodology
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• The research setting and participants
• Data collection methods and analysis
The research setting
Writing consultants
from the writing center
Their peers from the writing
class
5 Taiwanese teachers
3 native English speakers
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First draft of the final paper
50-min free session
Filling out an evaluation form
The participants
Place
Participants
10 sophomores
All of them passed a competitive entrance exam(with an admission rate of less than 10%)
Course title Thesis Writing
Course
1. To help students become familiar with the format and style of thesis writing
2. To develop analytical skills needed for thesis writing 12
Data collection methods
Writing portfolio
The first draft of final paper
Comment sheet
(appendix 1)
Peer feedback sheets
(appendix 2)
A completed revision
feedback sheet
(appendix 3)
A revised version of the final
paper
Other assignments
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Data collection methods
Semi-structured interview
Chinese Audio-
recordedOnce for 30 min.
Portfolio
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Data analysis
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Data analysis
An inductiveOngoing process
3 major themes
Three major themes
Positive
• Providing and receiving peer feedback
Positive
• The experience with the writing consultants
Comments & Questions
• To serve different functions for students
• To serve as prompts for writing consultation sessions
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Findings
Providing and receiving peer feedback
• Theme 1
Receiving feedback from writing consultants
• Theme 2
The nature and interaction of the two types of feedback
• Theme 3
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Providing and receiving peer feedback
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Providing and receiving peer feedback
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The students’ own writing
Responding
Reading
Providing and receiving peer feedback
Eric Mandy
Eric: I was inspired by some good sentences that Mandy wrote in her draft and thought that I could imitate her writing style.
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Providing and receiving peer feedback
Monica Julian
Monica: I felt that Julian did not digest the information from the research articles well enough before citing it in her paper.
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Providing and receiving peer feedback
Students were quite cautious toward peer comments.
Christy:My two peer reviewers corrected the same grammar points in my paper. I was not sure if they were right or not. I checked my grammar books before I made some revision.
Eric: Even more doubt on the “correctness” of many of my peers’ comments on grammar. I would reflect on my peers’ comments after receiving them.
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Receiving feedback from writing consultants
Julian: I felt that although Ms. Lin, an teacher of the TESOL program, was not familiar with her thesis topic, she was able to share her thesis-writing experience and gave me some concrete suggestions on how to organize my ideas.
Eric: I felt that I benefited from Ms. Chang’s expertise in translation. I enjoyed how Ms. Chang applied her knowledge in translation to help me select more precise words to express my ideas
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Students The writing consultantspositive experience
The nature and interaction of the two types of feedback
Cindy: The writing consultants can only focus on the surface errors because they don’t know what you are doing. They don’t know what is difficult for you. But your peers know because they are doing the same thing themselves.
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The peers
The surface-level linguistic
errors
The content and organization of
the paper
The consultants
The surface-level errors
The nature and interaction of the two types of feedback
Some questions arose from the peer editing process served as prompts for writing consultation sessions.
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Cindy: In the oral feedback meeting, Amy and I spent almost the entire 2h on discussing when to use “the”. We were surprised that after studying English for so many years, we are still not sure of how to use this small word in formal writing.
The nature and interaction of the two types of feedback
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Cindy:Ms. Davison gave me a few tips, which I found very useful.
Cindy Ms. Davidson
“the”
Discussion
Students held a more cautious attitude toward comments made by their peers.
“In getting a response from a peer, the student cannot just take the advice as given and make the change, as is likely when the expert provides feedback.”
(Berg, 1999)
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Discussion
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Compared to writing consultants, many peer comments went beyond surface errors.
Conclusion
Students generally enjoyed and benefited from seeking feedback from their peers and writing consultants.
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Conclusion
While the writing consultants mainly served as proofreaders of local errors in the brief consultations sessions, students’ peer reviewers were able to comment more on higher order issues.
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Reflection
The methodology and findings are clear and easy to understand.
It can examine more closely decision-making process of learners.
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Thanks for your listening