Self-Managed Peer Writing Groups for the Development of EFL Literacy Practices

Autor/inn/en	Rodas, Elisabeth L.; Colombo, Laura
Titel	Self-Managed Peer Writing Groups for the Development of EFL Literacy Practices
Quelle	In: TESL-EJ, 24 (2021) 4, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Self Management; Self Directed Groups; Meetings; Peer Evaluation; Feedback (Response); Writing Instruction; Academic Language; Content Area Writing; English (Second Language); Second Language Learning; Literacy; Undergraduate Students; Supplementary Education; Authentic Learning; Honors Curriculum; Public Colleges; Writing Improvement; Foreign Countries; Ecuador + Suchen Sie Ihr Suchwort? Selbstmanagement; Meeting; Tagung; Schreibunterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schriftliche Übung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Ergänzungsunterricht; Ausland
Abstract	Peer response writing groups present several benefits in language learning classrooms. However, they are usually supervised by the instructor and thus become time consuming when carried out in class. This descriptive case study offers a model for extramural peer feedback and analyzes 12 meeting transcriptions of four undergraduate EFL writing groups implemented outside class time as support for an academic writing course with limited time for student interaction. These peer response groups were organized to: 1) provide participants with an additional audience, 2) open a space to practice the L2 in an authentic communicative situation, and 3) engage in peer review activities, a literacy practice associated with scientific-academic writing. Based on the data analysis of participant interactions, three main themes emerged according to what the members talked about: interacting as authors and reviewers of research articles, using the L2 in authentic communicative situations, and talking about and enacting literacy practices Although the experience of these writing groups was mainly positive, one of the limitations was their short lifespan, which prevented additional training to model peer response that would help facilitate the interaction among the participants, an important consideration to achieve beneficial peer feedback and to scaffold the process. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01