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- W2489712933 abstract "As technology becomes increasingly available for educational purposes, expectations should be to integrate it into pedagogical theory and practice (Garrison, 2011). For native English speakers, the task of reviewing another student's work is daunting (Fordyce & Mulcahey, 2012). Even with step-by-step guidelines, students still fail to take complete advantage of this beneficial component of writing. Many students feel under-skilled to provide self-evaluation, much less for their peers. Moving to the English Language Learner (ELL) classroom, the assignment becomes increasingly problematic (Myles, 2002). During the spring semester of 2013, the researchers conducted a study implementing a technologically-based forum for one of the most important—yet under-utilized—skills in writing development: peer review. This chapter discusses the theory and process of the study, the limitations that inhibited successful results, and how the limitations should be addressed in the future to encourage further realization and growth of both paper-based and online peer review." @default.
- W2489712933 created "2016-08-23" @default.
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- W2489712933 date "2015-01-01" @default.
- W2489712933 modified "2023-09-27" @default.
- W2489712933 title "A Case for Peer Review Inclusion in Writing Assessment" @default.
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- W2489712933 doi "https://doi.org/10.4018/978-1-4666-6619-1.ch014" @default.
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