ライティングにおけるピアレビューの改善 : コーチングの効果
スポンサーリンク
概要
- 論文の詳細を見る
Peer review is an activity widely used as part of process writing. However, some teachers are skeptical of its usefulness because of students' inadequacy in responding with helpful and constructive advice. Sometimes students appear to be confused in responding as peer reviewers or in revising as writers because of their peers' inadequate responses. We conducted a study to explore ways to prepare students to actively participate in peer review activities for successful critiquing. The students in this study were enrolled in elementary writing classes in the Faculty of Education at a national university in western Japan. The participants received several brief coaching sessions which included guidelines and tasks for useful peer review activities such as studying of mechanical and organizational rules of writing, learning how to respond as an effective reviewer, and role-playing as writers and reviewers. The interactions of the students in the subsequent peer review sessions were videotaped and transcribed for analysis to see the types of feedback. The students' first and revised drafts were also collected and analyzed to examine how the writers incorporated the reviewers' comments for revision and how peer review improved their writing. The research findings of this study suggest that coaching is useful in drawing students' attention to the task and improving peer feedback, through which, as we expect, their writing may be enhanced in the long run.
- 全国英語教育学会の論文