Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University

In this study, an attempt is made to investigate Face-to-face Peer Review (FFPR), Online Peer Review (OLPR) and the combination of these formats - usually known as Mixed Peer Review (MPR) - and their effectiveness on Malaysian undergraduates' writing in English at Universiti Putra Malaysia (...

Full description

Saved in:

Bibliographic Details
Main Author:	Moloudi, Mehrdad
Format:	Thesis
Language:	English English
Published:	2010
Subjects:	Peer review - Study and teaching (Higher) - Malaysia English language - Writing Undergraduates - Malaysia
Online Access:	http://psasir.upm.edu.my/id/eprint/12423/1/FPP_2010_9A.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-upm-ir.12423
record_format	uketd_dc
spelling	my-upm-ir.124232013-05-27T07:52:08Z Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University 2010-04 Moloudi, Mehrdad In this study, an attempt is made to investigate Face-to-face Peer Review (FFPR), Online Peer Review (OLPR) and the combination of these formats - usually known as Mixed Peer Review (MPR) - and their effectiveness on Malaysian undergraduates' writing in English at Universiti Putra Malaysia (UPM). A total of 174 Malaysian undergraduates were selected through non-probability convenient sampling as the participants in this study. On week one of the study, the participants were required to answer two questionnaires (Computer Attitude Scale & Writing Attitude Scale) and sat for their writing proficiency pretest - TOEFL Test of Written English (TWE). Within the first two weeks, participants were trained how to review their peers' writings face-to-face or/and online. On week 13, they sat for their posttest which was another TOEFL TWE. The research was conducted within the fourteen-week semester during which the participants reviewed their peers' writing face-to-face or/and online. The quantitative results accompanied with the obtained qualitative data revealed that the three peer review formats (FFPR, OLPR and MPR) affected proficiency, content, organization, cohesion, vocabulary, grammar, punctuation, and spelling of Malaysian undergraduates' writing in English significantly. However, none of the peer review formats was found to be more effective than the other. Qualitatively, it was revealed that ESL tutors found the peer review formats useful and effective in improving Malaysian undergraduates' writing in English. Moreover, the Malaysian undergraduates found the peer review formats extremely effective and helpful in improving their writing in English. The effectiveness of both classic and digital formats of peer review in the Malaysian undergraduates' writing in English supported the need to include peer review in ESL writing instruction and underscore its value in providing feedback on students' performance. As one of the implications in this study, while planning the peer review sessions, ESL students' behavior should be taken into account and teachers should monitor the process and intervene where necessary. Moreover, the use of peer review guidelines and the appropriate training to ensure the success of the peer review is suggested. Another implication is that the combination of teacher and peer review is seen as supportive to the ESL students' self-directed feedbacks. It is also suggested that deeper analysis of the peers' comments as well as of the actual changes incorporated into the students' essays will definitely provide deeper insight of the peer review as a complicated and multi-dimensional process. Peer review - Study and teaching (Higher) - Malaysia English language - Writing Undergraduates - Malaysia 2010-04 Thesis http://psasir.upm.edu.my/id/eprint/12423/ http://psasir.upm.edu.my/id/eprint/12423/1/FPP_2010_9A.pdf application/pdf en public phd doctoral Universiti Putra Malaysia Peer review - Study and teaching (Higher) - Malaysia English language - Writing Undergraduates - Malaysia Faculty of Educational Studies English
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English English
topic	Peer review - Study and teaching (Higher) - Malaysia English language - Writing Undergraduates - Malaysia
spellingShingle	Peer review - Study and teaching (Higher) - Malaysia English language - Writing Undergraduates - Malaysia Moloudi, Mehrdad Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University
description	In this study, an attempt is made to investigate Face-to-face Peer Review (FFPR), Online Peer Review (OLPR) and the combination of these formats - usually known as Mixed Peer Review (MPR) - and their effectiveness on Malaysian undergraduates' writing in English at Universiti Putra Malaysia (UPM). A total of 174 Malaysian undergraduates were selected through non-probability convenient sampling as the participants in this study. On week one of the study, the participants were required to answer two questionnaires (Computer Attitude Scale & Writing Attitude Scale) and sat for their writing proficiency pretest - TOEFL Test of Written English (TWE). Within the first two weeks, participants were trained how to review their peers' writings face-to-face or/and online. On week 13, they sat for their posttest which was another TOEFL TWE. The research was conducted within the fourteen-week semester during which the participants reviewed their peers' writing face-to-face or/and online. The quantitative results accompanied with the obtained qualitative data revealed that the three peer review formats (FFPR, OLPR and MPR) affected proficiency, content, organization, cohesion, vocabulary, grammar, punctuation, and spelling of Malaysian undergraduates' writing in English significantly. However, none of the peer review formats was found to be more effective than the other. Qualitatively, it was revealed that ESL tutors found the peer review formats useful and effective in improving Malaysian undergraduates' writing in English. Moreover, the Malaysian undergraduates found the peer review formats extremely effective and helpful in improving their writing in English. The effectiveness of both classic and digital formats of peer review in the Malaysian undergraduates' writing in English supported the need to include peer review in ESL writing instruction and underscore its value in providing feedback on students' performance. As one of the implications in this study, while planning the peer review sessions, ESL students' behavior should be taken into account and teachers should monitor the process and intervene where necessary. Moreover, the use of peer review guidelines and the appropriate training to ensure the success of the peer review is suggested. Another implication is that the combination of teacher and peer review is seen as supportive to the ESL students' self-directed feedbacks. It is also suggested that deeper analysis of the peers' comments as well as of the actual changes incorporated into the students' essays will definitely provide deeper insight of the peer review as a complicated and multi-dimensional process.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Moloudi, Mehrdad
author_facet	Moloudi, Mehrdad
author_sort	Moloudi, Mehrdad
title	Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University
title_short	Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University
title_full	Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University
title_fullStr	Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University
title_full_unstemmed	Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University
title_sort	effectiveness of face-to-face, online and mixed peer review formats on undergraduates’ writing in english in a malaysian university
granting_institution	Universiti Putra Malaysia
granting_department	Faculty of Educational Studies
publishDate	2010
url	http://psasir.upm.edu.my/id/eprint/12423/1/FPP_2010_9A.pdf
_version_	1747811362727264256

Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University

Similar Items