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|Title:||Writer Perceptions of Reviewer Stances: A Qualitative Study|
Department of English, NTNU
The purpose of this study is to report writer perceptions of reviewer stances before and after peer review training in an EFL writing class. Eighteen EFL students participated in peer reviewing training designed to coach them to make "revision-oriented" by a commentary. The 4-step training procedure was characterized by a combination of probing, prescriptive, tutoring, and collaborating reviewer stances. A qualitative analysis of the retrospective interview data revealed that before the training, student writers perceived their reviewers to be authoritative grammar checkers. After the training, they felt that theft reviewers were more like collaborating panthers, which may have contributed to subsequent high incorporation rates and enhanced revision quality reported in an early study (Min, 2006). The researcher concludes that this training can help improve the quality of peer review comments, which, in turn, enhance student writing in EFL writing classrooms.
|Appears in Collections:||英語教學|
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