Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University
In this study, an attempt is made to investigate Face-to-face Peer Review (FFPR), Online Peer Review (OLPR) and the combination of these formats - usually known as Mixed Peer Review (MPR) - and their effectiveness on Malaysian undergraduates' writing in English at Universiti Putra Malaysia (...
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| Format: | Thesis |
| Language: | English English |
| Published: |
2010
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| Online Access: | http://psasir.upm.edu.my/id/eprint/12423/1/FPP_2010_9A.pdf http://psasir.upm.edu.my/id/eprint/12423/ |
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| Summary: | In this study, an attempt is made to investigate Face-to-face Peer Review (FFPR),
Online Peer Review (OLPR) and the combination of these formats - usually known
as Mixed Peer Review (MPR) - and their effectiveness on Malaysian
undergraduates' writing in English at Universiti Putra Malaysia (UPM).
A total of 174 Malaysian undergraduates were selected through non-probability
convenient sampling as the participants in this study. On week one of the study, the
participants were required to answer two questionnaires (Computer Attitude Scale &
Writing Attitude Scale) and sat for their writing proficiency pretest - TOEFL Test of
Written English (TWE). Within the first two weeks, participants were trained how to
review their peers' writings face-to-face or/and online. On week 13, they sat for their posttest which was another TOEFL TWE. The research was conducted within the
fourteen-week semester during which the participants reviewed their peers' writing
face-to-face or/and online.
The quantitative results accompanied with the obtained qualitative data revealed that
the three peer review formats (FFPR, OLPR and MPR) affected proficiency,
content, organization, cohesion, vocabulary, grammar, punctuation, and spelling of
Malaysian undergraduates' writing in English significantly. However, none of the
peer review formats was found to be more effective than the other. Qualitatively, it
was revealed that ESL tutors found the peer review formats useful and effective in
improving Malaysian undergraduates' writing in English. Moreover, the Malaysian
undergraduates found the peer review formats extremely effective and helpful in
improving their writing in English.
The effectiveness of both classic and digital formats of peer review in the Malaysian
undergraduates' writing in English supported the need to include peer review in ESL
writing instruction and underscore its value in providing feedback on students'
performance. As one of the implications in this study, while planning the peer
review sessions, ESL students' behavior should be taken into account and teachers
should monitor the process and intervene where necessary. Moreover, the use of
peer review guidelines and the appropriate training to ensure the success of the peer
review is suggested. Another implication is that the combination of teacher and peer
review is seen as supportive to the ESL students' self-directed feedbacks. It is also
suggested that deeper analysis of the peers' comments as well as of the actual changes incorporated into the students' essays will definitely provide deeper insight
of the peer review as a complicated and multi-dimensional process. |
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