Options
The use of peer response with PRC learners in the teaching of writing: questions of effectiveness and contributing factors
Author
Lam, Sandra Tsui Eu
Supervisor
Hu, Guangwei
Abstract
While much has been said about the educational and pedagogical benefits of peer response with L1 students, it cannot be assumed that they apply in L2 contexts as well. The distinctness of L2 writers calls for research to determine if this pedagogical tool is an effective one in the teaching of L2 writing. I have chosen to focus on learners from the People's Republic of China as they are a group of L2 learners growing in size and importance. Two factors, namely, the ESL factor and cultural factor were investigated. These two factors were translated into two research questions: "Is peer response an effective pedagogical tool with PRC learners in the teaching of writing?" and "What factors affect the effectiveness of peer response as a pedagogical tool in the teaching of writing to PRC learners?" The specific factors investigated were : students' perceptions of the peer's language proficiency, students' previous experience of peer response, students' preference of sources of feedback and students' cultural beliefs and attitudes towards learning and teaching.
A combination of quantitative and qualitative methods was adopted for this study. The quantitative aspect involved the calculation of take-up rates of peers' suggestions in the second drafts. The qualitative aspect entailed the use of an open-ended questionnaire to capture the students' opinions on the use of peer response as an instructional tool, and in-depth interviews of respondents selected based on their responses in the questionnaire.
The main findings were :
1. Peer response is an effective pedagogical tool in the teaching of writing to PRC learners based on the comparatively high take-up rates of peer suggestions in relation to what has been reported in the literature. This finding is also supported by the improvement in the second drafts which, to a considerable extent, were shown to be related to changes made in response to peer suggestions.
2. Three of the factors investigated, namely: students' perceptions of the peer's language proficiency, students' previous experience of peer response, students' preference of sources of feedback, had no statistically significant effect on the effectiveness of peer response as an instructional activity with PRC learners.
3. With regard to the question about cultural influences, it is found that there was a preference for teacher feedback over peer feedback and that ideas such as the "ingroup" behaviour and "power distance", which are potentially contrary to the spirit of peer response, did not seem to operate in this group of learners. In fact, there is some evidence that there are ideas in traditional Chinese culture which support peer response.
In view of the above findings, one may conclude that peer response does seem to be an effective instructional tool in the teaching of writing to this group of L2 learners.
Two main recommendations are in order :
1. Research on the impact of training on the effectiveness of peer response on PRC learners so as to fully understand the potential of this tool with these learners.
2. Teachers considering the use of peer response with PRC learners should bear in mind their preference for teacher feedback over peer feedback, though they are receptive to the latter, hence, the importance of providing some form of guidance in addition to the peer feedback given. The written mode of response and the pair arrangement may also promote the effectiveness of this tool.
A combination of quantitative and qualitative methods was adopted for this study. The quantitative aspect involved the calculation of take-up rates of peers' suggestions in the second drafts. The qualitative aspect entailed the use of an open-ended questionnaire to capture the students' opinions on the use of peer response as an instructional tool, and in-depth interviews of respondents selected based on their responses in the questionnaire.
The main findings were :
1. Peer response is an effective pedagogical tool in the teaching of writing to PRC learners based on the comparatively high take-up rates of peer suggestions in relation to what has been reported in the literature. This finding is also supported by the improvement in the second drafts which, to a considerable extent, were shown to be related to changes made in response to peer suggestions.
2. Three of the factors investigated, namely: students' perceptions of the peer's language proficiency, students' previous experience of peer response, students' preference of sources of feedback, had no statistically significant effect on the effectiveness of peer response as an instructional activity with PRC learners.
3. With regard to the question about cultural influences, it is found that there was a preference for teacher feedback over peer feedback and that ideas such as the "ingroup" behaviour and "power distance", which are potentially contrary to the spirit of peer response, did not seem to operate in this group of learners. In fact, there is some evidence that there are ideas in traditional Chinese culture which support peer response.
In view of the above findings, one may conclude that peer response does seem to be an effective instructional tool in the teaching of writing to this group of L2 learners.
Two main recommendations are in order :
1. Research on the impact of training on the effectiveness of peer response on PRC learners so as to fully understand the potential of this tool with these learners.
2. Teachers considering the use of peer response with PRC learners should bear in mind their preference for teacher feedback over peer feedback, though they are receptive to the latter, hence, the importance of providing some form of guidance in addition to the peer feedback given. The written mode of response and the pair arrangement may also promote the effectiveness of this tool.
Date Issued
2005
Call Number
PE1128 Lam
Date Submitted
2005