It's been a long time since researchers looked at how to teach students to be competent peer reviewers, and they discovered that doing so in writing classes is useful. Few studies, however, have been performed to prepare graduate students to be competent peer reviewers. The goal of this research is to close that gap in the literature. This study included 95 students participating in the two graduate classes of Academic Writing for Graduate Students. The lecturer/researcher provided the graduate students a total of nine writing assignments in the quasi-experimental study. Each week, the lecturer/researcher chose the five earliest contributions to deliver e-comments on Microsoft Word after each writing assignment. Then he gave a presentation to the entire class as an e-comment model to teach the graduate students how to be effective e-peer reviewers. Students' writing assignments, instructors' and peer e-comments, the questionnaire, and semi-structured interviews were used to collect quantitative and qualitative data for data analysis in order to reply to the four study objectives.
Author(s) DetailsPham Vu Phi Ho
Faculty of Foreign Languages, Van Lang University, Vietnam.
View Book:- https://stm.bookpi.org/HTGSEPR/article/view/2127
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