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ERIC Number: EJ799980
Record Type: Journal
Publication Date: 2008
Pages: 21
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0889-4906
Reviewer Stances and Writer Perceptions in EFL Peer Review Training
Min, Hui-Tzu
English for Specific Purposes, v27 n3 p285-305 2008
Research has shown that reviewers' stances can impact the efficacy of peer response/review and subsequent revision. The purpose of this classroom-based study was to compare reviewer stances and writer perceptions of/and attitudes toward these stances prior to and after peer review training in an EFL writing class. Eighteen intermediate EFL writers were coached for 2 months to make "revision-oriented" commentary by following a four-step procedure: Clarifying writers' intentions, identifying problems, explaining problems, and making specific suggestions. Each step characterized the probing, prescriptive, tutoring and collaborating reader stances, respectively. A textual analysis of reviewers' itemized commentary and retrospective interviews with writers revealed a dominant prescriptive stance among reviewers before the peer review training and a relatively more collaborative stance after training. The researcher discusses the research, methodological, and curricular implications of the findings and recommends a multiple-stance training procedure to better prepare ESL/EFL reviewers in the writing class. (Contains 4 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A