The Influence of Computer-mediated Communication on the Peer Review and Revision of L2 Writing
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Peer review in second language (L2) contexts has received increasing interest from teachers and researchers due to its positive effect on students’ writing (Vuogan & Li, 2023), yet its utility in computer-mediated environments requires more attention due to the various ways in which technology can be used in instructional settings (O’Brien, 2004). The present qualitative study explored how postgraduate English language learners gave and responded to anonymous online peer feedback in a fully online academic writing course designed to help them improve their source-based, argumentative essay writing skills. Two intact cohorts of fourteen students interacted in synchronous and asynchronous writing activities including peer review and revision training, and wrote three essays, two of which were peer reviewed. Qualitative data comprised peer feedback and subsequent revision efforts collected from two double-anonymous peer-reviewed essay-writing cycles that lasted three weeks each. Content analysis of the data based on Liu and Sadler’s (2003) framework across three categories of area (global versus local), nature (revision-oriented versus non-revision oriented), and type (evaluation, clarification, suggestion, or alteration) revealed that students provided primarily constructive, revision-oriented comments on each other’s essay drafts, which mediated their revision efforts and led to improvements in both global and local aspects of their essays. The article concludes with pedagogical implications of computer-mediated peer review and suggestions to teachers about how to conduct second language writing instruction in fully online environments.
Abstract
Peer review in second language (L2) contexts has received increasing interest from teachers and researchers due to its positive effect on students’ writing (Vuogan & Li, 2023), yet its utility in computer-mediated environments requires more attention due to the various ways in which technology can be used in instructional settings (O’Brien, 2004). The present qualitative study explored how postgraduate English language learners gave and responded to anonymous online peer feedback in a fully online academic writing course designed to help them improve their source-based, argumentative essay writing skills. Two intact cohorts of fourteen students interacted in synchronous and asynchronous writing activities including peer review and revision training, and wrote three essays, two of which were peer reviewed. Qualitative data comprised peer feedback and subsequent revision efforts collected from two double-anonymous peer-reviewed essay-writing cycles that lasted three weeks each. Content analysis of the data based on Liu and Sadler’s (2003) framework across three categories of area (global versus local), nature (revision-oriented versus non-revision oriented), and type (evaluation, clarification, suggestion, or alteration) revealed that students provided primarily constructive, revision-oriented comments on each other’s essay drafts, which mediated their revision efforts and led to improvements in both global and local aspects of their essays. The article concludes with pedagogical implications of computer-mediated peer review and suggestions to teachers about how to conduct second language writing instruction in fully online environments.
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