Upload
taedtech-sig
View
600
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Presentation summary: An exploration into how UAE high school students feel about responding and receiving responses from their peers about their writing. The experiment I am going to present aims at showing the audience how motivating using blogs in writing classes can be. Questions are most welcome. Both secondary and tertiary teachers will find the presentation useful. This experiment has been so overwhelmingly successful that participants will try it with their own classes to implement effective peer-feedback routines in their classes. Presenter bio Arini Muntaha has been teaching English for more than 10 years. She earned her MA TESOL Degree at the American University of Sharjah. She is interested in exploring new ideas and techniques for teaching English. She considers using computers in classrooms a major challenge which is worth exploring.
Citation preview
UAE High School Students’ Attitude towards Computer-mediated Peer Response
Date: 27th April, 2013 Location: Canadian University of Dubai
Muntaha Arini [email protected]
OutlineResearch QuestionsLiterature ReviewMethodologyData AnalysisConclusion and Implications
Research QuestionsWhat are UAE high school students’ attitudes
toward the idea of written peer response before they experience it and after they have experienced it?
Are there any differences between the students’ attitudes towards the idea of written peer response after they have experienced it? If so, how are their attitudes different?
Literature Review
Definition of Peer ResponseThere is a minimum of five different, but common terms that refer to “peer review”: peer critique, peer evaluation, peer editing, peer response, and peer review.
(Armstrong and Paulson, 2008)
Importance of Peer Response“When students understand that writing is a developmental process, they become more confident in their writing.”
(Sanders, 2000)
Liu and Hansen (2000)
Advantages of Peer Response
enhance their linguistic knowledge
develop students’ communication and
social skills
strengthen their knowledge of writing
students become responsible for
their own learning
(Mi-mi, 2009)
Disadvantages of Peer
Response
Students not having enough knowledge to “detect and correct
errors”
Students “tend[ing] to withhold critical
comments so as to maintain group
harmony”
MethodologyParticipants
Grade 10 public school students 24 students23 students
Pilot Questionnaire
25 Grade 10 students Explanation of peer response 1. Have you ever used peer response in your writing
class?Yes No
Note to enable students to know not only why they should respond to the questionnaire but also to encourage them to respond honestly
Computer skills
InstrumentsPre-study QuestionnairePost-study QuestionnaireInterviews after the Study
Procedure Establishing the Blog Assigning Writing Assigning the groupsTraining
Data Analysis & Findings
Qualitative Data Collected from Close-ended Questions the Open-ended Question in the Pre-study & P0st-study Questionnaires, & the Interviews
Quantitative Analysis of Data Comparing the Percentages of the Pre-study & the Post-study Questionnaires
Table 2: Students’ Attitude towards Computer-mediated Peer Response before the study
Statements
Strongly Agree
&
Agree
UndecidedStrongly Disagree
& Disagree
1. I think will feel comfortable while I am correcting mistakes in my peers’ writing.
10
(44%)
6
(26%)
7
(30%)
2. I think I will comfortable when I received comments from my peers about my writing.
8
(35%)
4
(17%)
11
(48%)
3. I think my peers can give me useful comments on my writing.
11
(48%)
4
(17%)
8
(35%)
4. I think peer response will help me improve my writing ability.
14
(61%)
3
(13%)
6
(26%)
5. I think peer response will make writing more interesting.
11
(48%)
7
(30%)
5
(22%)
6. I think I will integrate some of my peers’ comments in my writing.
11
(48%)
6
(26%)
6
(26%)
Table 4: Students’ Attitude towards Computer-mediated Peer Response after the Study
StatementsStrongly Agree
& Agree
UndecidedStrongly Disagree
& Disagree
1. I was comfortable while I was correcting mistakes in my peers’ writing.
21(91%)
2(9%)
0(0.0%)
2. I was comfortable when I received comments from my peers about my writing.
20(87%)
1(4%)
2(9%)
3. Peers gave me useful comments on my writing.
18(78%)
4(17%)
1(4%)
4. Peer response helped me improve my writing ability.
22(96%)
0(0.0%)
1(4%)
5. Peer response made writing more interesting.
19(83%)
3(13%)
1(4%)
6. I integrated some of my peers’ comments in my writing.
22(96%)
1(4%)
0(0.0%)
7. I have good computer skills. 20(87%)
3(13%)
0(0.0%)
A Comparison between Students’ Attitude Towards Computer-mediated Peer Response
before and after the Study
Q1
(res
pond
ing)
Q2
(rec
eivi
ng)
Q3
(use
fuln
ess)
Q4
(impr
ovem
ent)
Q5
( int
eres
ting)
Q6
(intg
ratin
g)
-60%
-40%
-20%
0%
20%
40%
60%
Strongly Agree & AgreeUndecidedStrongly Disagree & Disagree
Interviews“I will not repeat my classmates’ mistakes in
my writing.”
“If we had teacher feedback, it would be better.”
Open-ended Question
“I liked writing. I feel eager to write. I look forward to seeing comments from my classmates.”
“It strengthened student-student relationships, and built student independent character.”
Interviews
Another student said, “It increased my learning ability.”
One student commented, “Google translator is a good program, but in the end it depends on me. I have to decide what to follow and what not to follow.”
Pedagogical ImplicationsIt would be a good idea to apply peer
response in writing classes in the UAE. To encourage feeling of audience.
peer response need to be followed by teacher response.
If peer response sessions were formally assigned by the Ministry of Education, students’ worries about finishing the text book would vanish.
Implications for further Researchlongitudinal studies to examine students’
attitude towards the effectiveness of peer response in improving writing in both modes
studies that involve encouraging students to write for audiences outside of their schools, students of other schools
observation of the improvement of students’ writing when students from other schools give peer response on their writing
Conclusions
Peer response in ESL writing classes is worth a try since students have a positive attitude towards it.
Response writer: ___________________Response receiver: ___________________
Does the story have a suitable title?
Did the writer use the pronoun I when writing the story?
Does the topic sentence capture the reader’s attention?
Is the order of events clear?
Did the writer include transitions like as a result, because, or in other words?
Did the writer use details that appeal to the five senses?
Does the story have dialogue?
Does the story have a problem and a solution?
Is the conclusion an end to the narrative?
Pre-study & Post-study
Questionnaire
1. correcting mistakes in
peers’ writing
2. receive comments from
peers
3. useful comments on
writing
4. improve writing ability
5. make writing more interesting
6. integrate peers’ comments into writing
7. Do you have any other comment s or questions about using peer response?
Interview
Questions
1. Usefulness
of responding
to peers
7. Preferred a particular person
5. Corrected
writing carefully
3.Advantages
6. Improvin
g peer response
4.Disadvantages
8. Not to have a
particular person
2.Usefulness of
receiving peer
response