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Peer Review: Student Perspectives and Strategies Found from a Semi-Structured Interview
http://hdl.handle.net/10083/0002000540
http://hdl.handle.net/10083/0002000540c5374f08-f972-4741-8fa4-15df811f6502
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
eibun_11_04_hatakeyama.pdf
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2022-07-25 | |||||||||
| タイトル | ||||||||||
| タイトル | Peer Review: Student Perspectives and Strategies Found from a Semi-Structured Interview | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | peer review | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | L2 writing | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | semi-structured interview | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | critical feedback | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | learner strategy | |||||||||
| 資源タイプ | ||||||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| タイプ | departmental bulletin paper | |||||||||
| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
| 著者 |
畠山, 由香子
× 畠山, 由香子
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| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | This paper aims to elucidate the students’ perspectives on peer review and their strategies in giving critical feedback by reporting the findings from the semi-structured interview of four students who took one of the author’s three writing classes in the second half of the academic year 2020. Additionally, it reveals the participants’ perceptions of the effectiveness of Grammarly and Criterion®, software for assisting and evaluating writing, as they were used concurrently with peer review. It was found that the participants’ perspectives of the benefits and drawbacks of peer review supported the findings in the previous studies. The feelings about giving critical feedback varied among the participants, yet they consciously used various strategies for providing critical feedback in their own ways. Through the interview, the need for and difficulty in communication in online classes is confirmed. The participants’ experience with and perception of Grammarly and Criterion® unveiled the software’s potential and the need for appropriate training to maximize its effectiveness. These findings provide insights for preparatory training as well as for optimal use of various feedback types. Limitations of this research are discussed as well. |
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| 言語 | en | |||||||||
| 書誌情報 |
ja : お茶の水女子大学英文学会 研究報告 en : Journal of the Ochanomizu University English Society 巻 11, p. 19-35, 発行日 2022 |
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| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 出版者 | ||||||||||
| 出版者 | お茶の水女子大学英文学会 | |||||||||
| 言語 | ja | |||||||||
