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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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Main Author: Moloudi, Mehrdad
Format: Thesis
Language:English
English
Published: 2010
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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spelling my.upm.eprints.124232013-05-27T07:52:08Z http://psasir.upm.edu.my/id/eprint/12423/ Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University Moloudi, Mehrdad 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. 2010-04 Thesis NonPeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/12423/1/FPP_2010_9A.pdf Moloudi, Mehrdad (2010) Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University. PhD thesis, Universiti Putra Malaysia. English
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
English
description 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.
format Thesis
author Moloudi, Mehrdad
spellingShingle Moloudi, Mehrdad
Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University
author_facet Moloudi, Mehrdad
author_sort Moloudi, Mehrdad
title Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University
title_short Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University
title_full Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University
title_fullStr Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University
title_full_unstemmed Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University
title_sort effectiveness of face-to-face, online and mixed peer review formats on undergraduates’ writing in english in a malaysian university
publishDate 2010
url http://psasir.upm.edu.my/id/eprint/12423/1/FPP_2010_9A.pdf
http://psasir.upm.edu.my/id/eprint/12423/
_version_ 1643825034863575040
score 13.211869

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