Abstract
Many studies have been carried out on peer review and proved the positive effects of peer review on English writing. However, despite the recognition of its general effects, fewer researches have systemically described how it affects English writing, for they elaborate from either the cognitive perspective or the affective perspective alone. This study intends to probe into the comprehensive effects of peer review by combining both the cognitive and affective perspectives. It also aims to investigate the important factors influencing the effects of peer review.
Peer review refers to a process-oriented activity where students review each other’s writing and provide each other with feedback to improve writing. As a collaborative interactive activity， it enhances reader sensitivity, raises learners’ ability to identify drawbacks and encourages mutual learning. To study its effects on English writing, this study is based on two key theories, Socio-constructivist theory and process approach. According to Socio-constructivist theory, peer review is an activity involving collaboration and interaction, which offers learners opportunities to have cognitive development. This theory guides the analysis of the changes in learners’ cognition. Moreover, as a crucial element of process approach, peer review encourages learners to play an active role in writing. It provides theoretical support for this study to explore the effects of peer review from the affective perspective.
This study is based on a ten-week qualitative research conducted in an English writing course during the first semester of the academic year of 2016-2017. The participants are ten junior English majors. The data are collected from students’ essays, interview and observation notes. The essays before and after peer review is given are studied to analyse the cognitive effects of peer review. Notes of observing participants’ performances in the course are analysed to identify both the cognitive and affective effects of peer review. In addition, the interview data are recorded, transcribed and analysed to find out the effects of peer review and the factors influencing them.
It is found that peer review enhances students’ writing ability both cognitively and emotionally, though in different ways and to different degrees. In terms of the effects of peer review from the cognitive perspective, the most remarkable finding is the development of students’ ability to identify problems both in their peers’ writing and in their own writing. Their ability to analyse and solve problems is also enhanced. In terms of the effects of peer review from the affective perspective, peer review raises students’ initiative and lowers their writing anxiety, which is in accord with the findings of the previous researches. Three factors are identified as important elements influencing the effects of peer review. Students’ linguistic proficiency is the most obvious factor. Peer review from students with higher linguistic proficiency produces better effects. Also, teacher guidance enhances the effects of peer review. However, some doctrines in Chinese culture, i.e. students’ reluctance to directly point out the problems in their peers’ writing and viewing the teacher as an authority, have a negative influence on the effectiveness of peer review.
Some implications are drawn from the results of the research, which may be helpful for the in-depth understanding of peer review and the practice of peer review in a similar context.
Key words: peer review, cognitive, affective, English writing
Contents
Abstract
中文摘要
Chapter One Introduction-1
1.1 Background of the Study-1
1.2 Purpose of the Study and Research Questions-2
1.3 Layout of the Thesis-2
Chapter Two Literature Review-3
2.1 The Definition of Peer Review-3
2.2 Key Theories-4
2.2.1 Socio-constructivist theory-4
2.2.2 Process approach-5
2.3 Related Studies-6
Chapter Three Methodology-8
3.1 The Setting-8
3.2 Participants-8
3.3 Data collection-9
3.3.1 Students’ essays-9
3.3.2 Observation notes-9
3.3.3 Interviews-10
3.4 Data analysis-10
Chapter Four Results and Discussion-12
4.1 Effects of peer review from the cognitive perspective-12
4.1.1 Identification of problems in writing-12
4.1.2 Analysis of problems in writing-14
4.1.3 Solution of problems in writing-15
4.2 Effects of peer review from the affective perspective-17
4.2.1 Effects on students’ initiative-17
4.2.2 Effects on students’ writing anxiety-18
4.3 Factors influencing the effects of peer review-19
4.3.1 Students’ linguistic proficiency-19
4.3.2 Teacher guidance-20
4.3.3 Cultural background-21
Chapter Five Conclusion-23
5.1 Major Findings-23
5.2 Implications-23
5.3 Limitations of the Study-24
References-25
Appendix A: Observation Notes-27
Appendix B: Interview Questions-28
Appendix C: Essay Samples-29
Appendix D: Coding Scheme-29
Appendix E: Sample of Coded Interview Transcripts-31
Appendix F: Frequency Table for Findings-33
文献综述报告-34
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