ERIC Number: EJ1211847
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Training Foreign Language Learners to Be Peer Responders: A Multiliteracies Approach
Turpin, Kristen M.
L2 Journal, v11 n1 p35-60 2019
This study proposes a method for implementing trained peer response within the multiliteracies framework and then qualitatively examines its effectiveness. Three factors are considered: (1) the extent to which peer response training engaged learners in all four knowledge processes; (2) the quality of peer-to-peer feedback; and (3) students' attitudes about peer response. Findings suggest that collaborative genre analysis moves students through various knowledge processes and equips them to apply literacy-based understandings, knowledge, and skills during peer response. In general, students provided constructive, actionable comments to their peers and reported numerous benefits of both giving and receiving peer feedback. Implications for future research and practice will be of interest to instructors who want to implement peer response as well as curriculum designers who are building literacy-oriented language programs.
Descriptors: Multiple Literacies, Instructional Effectiveness, Feedback (Response), Student Attitudes, Curriculum Implementation, Reader Text Relationship, Private Colleges, Research Universities, College Students, Writing Instruction, Spanish, Social Media, Learning Processes, Perspective Taking, Training Methods, Peer Evaluation, Critical Reading
Berkeley Language Center, University of California. B-40 Dwinelle Hall #2640, Berkeley, CA 94720. Web site: http://escholarship.org/uc/uccllt_l2
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A