Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/12834
Title: EFL Students’ Decision-Making and Criteria Use in Peer Review: Influence of Teacher Writing Beliefs
Authors: Jingjing Ma
Issue Date: 2012
Publisher: 國立臺灣師範大學英語系
Department of English, NTNU
Abstract: This exploratory case study examined one English teacher’s writing beliefs and classroom practice as well as the influence of such beliefs and practice on six selected Chinese EFL university students’ decision-making and criteria use in peer review. Data sources included semi-structured interviews, classroom observations, document analysis, think-aloud protocols and stimulated recall. Quantitative and qualitative analysis of the data revealed that the teacher’s instructional emphasis was consistent with his writing beliefs about important qualities for good English expository writing and the process of learning to write. Teacher beliefs and practice were found to affect the focus of students’ decision-making and criteria use during peer review by reinforcing students’ original beliefs, helping construct new ones, or directly drawing their attention to particular elements of peers’ writing. Drawing on the concept of rationality (Tudor, 2001), the effect of teacher influence is examined and pedagogical implications are also discussed.
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/12834
Other Identifiers: E584EDED-85D3-5269-C4FB-DD4B2E5F8420
Appears in Collections:英語教學

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