Exploring e-learners’ perceptions of net-based peer-reviewed English writing

Abstract

This study aims to investigate the effectiveness of a net-based peer review process for improving Chinese adult e-learners’ English writing ability. A class of 36 students participated in this study, which lasted one school year of two semesters. Participants were divided into three groups according to their English writing abilities at the beginning of the study. They attended regular synchronous classes and took writing assignments home. The feature of this experiment is that their writings were submitted for peers’ reviews from another group. At the end of each semester, an online writing contest was organized and all the participants took part in order to examine learning outcomes. A survey at the end of the study was also conducted to obtain students’ perceptions of the process. The result of the study shows that all the participants obtained satisfactory results, but the students with lower writing ability made more progress than those with higher ability. The finding also indicates that students with higher writing ability tend to become discouraged if they are grouped with lower-ability students for too long.

Appendices

Appendix A: Rules for grading writings

• 1. The full mark of a writing is 100 points.

• 2. Writings unrelated to the given topic means 100 points to be deducted.

• 3. Word count fewer than 150 means 40 points to be deducted.

• 4. Any mistake in grammar or vocabulary means 5 points to be deducted.

• 5. Wrong use of transitional words means 5 points to be deducted.

• 6. Wrong use of punctuation marks means 2 points to be deducted.

• 7. Illegibility means 1-3 points to be deducted.

Appendix B: Email survey

Please read the following statements and check the boxes next to the answers which you think are most appropriate to you.

• 1. I enjoy reviewing others’ writings.

Strongly Agree □ Agree □ Slightly Agree □ disagree □ Strongly Disagree □

• 2. The synchronous classes are still necessary.

Strongly Agree □ Agree □ Slightly Agree □ disagree □ Strongly Disagree □

• 3. I think it is interesting and challenging to review my classmates’ writings.

Strongly Agree □ Agree □ Slightly Agree □ disagree □ Strongly Disagree □

• 4. I will primarily focus on the grammatical mistakes when reviewing others’ works.

Strongly Agree □ Agree □ Slightly Agree □ disagree □ Strongly Disagree □

• 5. I will rewrite on the topic after obtaining others’ comments on the previous writing.

Strongly Agree □ Agree □ Slightly Agree □ disagree □ Strongly Disagree □

• 6. I need more online contests.

Strongly Agree □ Agree □ Slightly Agree □ disagree □ Strongly Disagree □

• 7. I think it is necessary for the teacher to provide his comment on my writings.

Strongly Agree □ Agree □ Slightly Agree □ disagree □ Strongly Disagree □

• 8. I would like to continue with the peer review process next year.

Strongly Agree □ Agree □ Slightly Agree □ disagree □ Strongly Disagree □

• 9. State your perceptions of the peer review process.

Appendix C: Some students’ answers to question 9 in the email survey

• 1. Student 1 (Group A) (translated from Chinese): I felt quite excited to acquire the teacher’s role at first, but felt bored as time went on. There were so many mistakes and errors I needed to point out in others’ compositions. I had little time to check my own work. Besides, I found that some comments on my work were not right. This greatly upset me.

• 2. Student 2 (Group A) (translated from Chinese): The editing work was interesting at the beginning, but I found it quite boring later. I found others’ comments on my writings were always so few and could hardly do me any good. In my mind, I think I need to collaborate with more competent and responsible peers. So I will say that I do not like the peer review experience. I paid too much but got too little.

• 3. Student 3 (Group B) (translated from Chinese): I like the experience. I got a lot of help from it, and I want to continue. By the way, I know the teacher is very busy, but can he provide his comments on my writings or perhaps can he comment more on our writings in the synchronous classes?

• 4. Student 4 (Group B) (translated from Chinese): I have really learnt a lot from the peer review process. I like to see others’ comments on my compositions, especially those from my classmates. One last thing, I found some comments are not so reasonable. Is it possible that I misunderstood their ideas?

• 5. Student 5 (Group C) (translated from Chinese): At the end of this semester, I feel that my writing abilities have been greatly improved. Thanks to the help from my classmates. But I think I still fall behind others. Maybe I need more such experiences. As you know my English is poor, so I often felt it was very difficult for me to comment on others’ writings. But I still tried hard to accomplish the task. I would use dictionaries or surf the Internet. Anyway, I was kept busy in the process. Maybe this is worthwhile.

• 6. Student 6 (Group C) (translated from Chinese): I like to hear others’ ideas about my writings. I think these ideas are quite useful and helpful for me to revise my compositions. I’d like hear the teacher’s opinions, too? Can he provide his? In addition, I think I need the synchronous classes, because I often feel quite uncertain and helpless when I study asynchronously. Sometimes, I don’t know what to do and where to begin in my learning. Asynchronous study gives me time, space and great autonomy, but as my English is poor I still need direct instructions from the teacher in synchronous classes.

• 7. Student 7 (Group C) (translated from Chinese): I have only one feeling that my English is so poor. Sometimes I felt quite upset. Why are others’ writings so good? Do you think I can catch up with those high-achievers, my dear teacher? Anyway, I will give it a last try next semester.