Understanding Master's Students' Peer Feedback Practices from the Academic Discourse Community Perspective: A Rethinking of Postgraduate Pedagogies

Autor/inn/en	Zhang, Yiran; Yu, Shulin; Yuan, Kaihao
Titel	Understanding Master's Students' Peer Feedback Practices from the Academic Discourse Community Perspective: A Rethinking of Postgraduate Pedagogies
Quelle	In: Teaching in Higher Education, 25 (2020) 2, S.126-140 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1543261
Schlagwörter	Graduate Students; Peer Evaluation; Feedback (Response); Discourse Communities; Academic Language; Masters Theses; Revision (Written Composition); Socialization; Research Universities; Foreign Countries; Teacher Education; Chinese; English (Second Language); China + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Korrektur; Socialisation; Sozialisation; Forschungseinrichtung; Ausland; Lehrerausbildung; Lehrerbildung; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	While recent research has highlighted the increasing importance of peer feedback as a supplementary pedagogy to supervision in higher education academic contexts, little is known regarding whether and how peer feedback can induct research students into the academic discourse community. Underpinned by the academic discourse community theory, this case study explores seven postgraduate students' peer feedback practice and its effect on the revision of master thesis drafts. It examines data collected from multiple sources, including master students' drafts of theses, peer written feedback, audio recordings of oral peer feedback conferences and students' final theses. It was found that although different feedback providers used different types of feedback, feedback given in different languages and by different strategies to negotiate with the feedback receivers, peer feedback played an effective role in socialising Master's students into the academic discourse community where grasping the gist of academic writing constitutes a significant part in higher education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01