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• W59664301 abstract "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 knownas Mixed Peer Review (MPR) - and their effectiveness on Malaysianundergraduates' writing in English at Universiti Putra Malaysia (UPM).A total of 174 Malaysian undergraduates were selected through non-probabilityconvenient sampling as the participants in this study. On week one of the study, theparticipants were required to answer two questionnaires (Computer Attitude Scale &Writing Attitude Scale) and sat for their writing proficiency pretest - TOEFL Test ofWritten English (TWE). Within the first two weeks, participants were trained how toreview 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 thefourteen-week semester during which the participants reviewed their peers' writingface-to-face or/and online.The quantitative results accompanied with the obtained qualitative data revealed thatthe three peer review formats (FFPR, OLPR and MPR) affected proficiency,content, organization, cohesion, vocabulary, grammar, punctuation, and spelling ofMalaysian undergraduates' writing in English significantly. However, none of thepeer review formats was found to be more effective than the other. Qualitatively, itwas revealed that ESL tutors found the peer review formats useful and effective inimproving Malaysian undergraduates' writing in English. Moreover, the Malaysianundergraduates found the peer review formats extremely effective and helpful inimproving their writing in English.The effectiveness of both classic and digital formats of peer review in the Malaysianundergraduates' writing in English supported the need to include peer review in ESLwriting instruction and underscore its value in providing feedback on students'performance. As one of the implications in this study, while planning the peerreview sessions, ESL students' behavior should be taken into account and teachersshould monitor the process and intervene where necessary. Moreover, the use ofpeer review guidelines and the appropriate training to ensure the success of the peerreview is suggested. Another implication is that the combination of teacher and peerreview is seen as supportive to the ESL students' self-directed feedbacks. It is alsosuggested that deeper analysis of the peers' comments as well as of the actual changes incorporated into the students' essays will definitely provide deeper insightof the peer review as a complicated and multi-dimensional process." @default.
• W59664301 created "2016-06-24" @default.
• W59664301 creator A5022491479 @default.
• W59664301 date "2010-04-01" @default.
• W59664301 modified "2023-09-27" @default.
• W59664301 title "Effectiveness Of Face-To-Face, Online And Mixed Peer Review Formats On Undergraduates’ Writing In English In A Malaysian University" @default.
• W59664301 hasPublicationYear "2010" @default.
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