Abstract

This study set out to examine which peer review, face-to-face given orally or online given in writing, is more effective in improving the overall argumentative writing achievement of English as a foreign language (EFL) university learners. The study utilized an experimental design and reported on one experiment including online peer review (OLPR) which was the experimental group (n = 74) and a face-to-face peer review (FTFPR) which served as the control group (n = 48). Both groups (n = 122) were trained in the use of their respective peer review, OLPR or FTFPR. Both groups wrote two argumentative synthesis essays, immediate and delayed, in two drafts. The second draft of each essay was written after receiving the respective peer review, OLPR or FTFPR. Two Multivariate Analysis of Covariance (MANCOVA) tests and a qualitative analysis of peer reviews were conducted to address the study question. Quantitative findings showed that participants in the OLPR group significantly outperformed their FTFPR counterparts in improving the argumentative synthesis writing of EFL university learners. The qualitative analysis of the peer review forms, and the revised essays revealed that the OLPR group gave more systematic feedback than that of FTFPR, OLPR focused on content, organization and language while commenting on the writing strengths and weaknesses. Thus, instructors are advised to use OLPR in argumentative writing classes. The study also showed the significance of shifting the control of feedback from the teacher to students.

Supplemental data for this article is available online at https://doi.org/10.1080/09588221.2021.1912104 .

摘要

本研究旨在检验哪种同行评审，面对面的口头或在线书面形式，更有效地提高英语作为外语 (EFL) 大学学习者的整体议论文写作成绩。该研究采用实验设计并报告了一项实验，包括作为实验组（n = 74）的在线同行评审（OLPR）和作为对照组（ n  = 48  ）的面对面同行评审（FTFPR）). 两组 ( n = 122) 接受了使用各自的同行评审、OLPR 或 FTFPR 的培训。两个小组都写了两篇论证综合论文，即刻的和延迟的，分为两份草稿。每篇论文的第二稿是在收到相应的同行评审、OLPR 或 FTFPR 后撰写的。进行了两项多变量协方差分析 (MANCOVA) 测试和同行评审的定性分析，以解决研究问题。定量研究结果表明，OLPR 组的参与者在提高 EFL 大学学习者的议论文综合写作方面明显优于 FTFPR 组的参与者。同行评审表格的定性分析和修改后的论文表明，OLPR 小组比 FTFPR 小组提供了更系统的反馈，OLPR 侧重于内容，组织和语言，同时评论写作的优缺点。因此，建议教师在议论文写作课上使用 OLPR。该研究还显示了将反馈控制权从教师转移到学生的重要性。

本文的补充数据可在 https://doi.org/10.1080/09588221.2021.1912104 在线获取。