Training students to become successful peer reviewers
By Hui-Tzu Min. 2005
413 citations recorded by the source corpus.
Subfields: Education, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/f4c24883ad2b633ad1b49416163b877ad9c1bdec
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In Education
In Language and Linguistics
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Citations in the corpus
- The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance (2012, positive): “By the same token, as Min (2005) puts it, writing is a learning activity that can be best learned through interacting with peers.”
- Handbook of Research on Learning and Instruction (2011, background): “Although research examining these variables in association with motor skill learning is progressing, at the present time it is not yet possible to draw conclusions about the association between these variables and motor skill development.”
- The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL (2010, background): “A recent pretest/posttest comparison study by Min (2005) revealed that students extensively coached in peer reviewing generated more specific and relevant written feedback on global features of their peer’s composition after training than before.”
- The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers (2012, result): “This finding is concurrent with findings of other research studies that aimed to assess the writing apprehension level of ESL university students (e.g. Atay and Kurt, 2006; Min, 2005; Chuo, 2007; Abdel Latif, 2007; Rankin-Brown, 2004; etc.).”
- The effects of trained peer review on EFL students’ revision types and writing quality (2006, methodology): “…and ESL/EFL students coached to be successful peer reviewers were found to generate substantially more feedback in a more tactful and active negotiation than did the control group (Stanley, 1992; Zhu, 1995), and to focus more on commenting on global features in more detail (Min, 2005; Zhu, 1995).”
- An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing (2014, background): “L2, on the other hand, was found to play another mediating role in peer written feedback, drawing students' attention to the language form, which is beneficial since EFL learners “are constantly grappling with English in expressing their ideas while composing academic essays” (Min, 2005, p. 305).”
- Feedback on second language students' writing (2006, background): “Other studies have found that students who receive peer review training generate significantly more comments and more relevant and specific comments (Min 2005) and that training promotes more meaning-based suggestions resulting in higher quality revisions (Berg 1999).”