The perceived effectiveness of written peer feedback comments within L2 English academic writing courses
Abstract
At one Estonian university, we have designed a course to support the writing skills of doctorate students who need to write scientific articles for publication in their L2 English. We provide this support by placing these students into small discipline-specific writing groups where they periodically give and receive written feedback on their draft articles. Knowing what may constitute an effective feedback comment will enable us to improve upon current pedagogical practices. In this study, we develop a coding scheme to measure the impact of both affective and non-affective feedback comments on the peer feedback process. We use this scheme in tandem with questionnaires to assess the effectiveness of postgraduate peer feedback comments as perceived by both L1 Estonian doctoral students and expert writing assessors. Within this context, the results suggest that cover letters and the tone of feedback comments have a noticeable impact on the peer feedback process.
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Tagasisidekommentaaride tajutud efektiivsus inglise keeles kui teises keeles teadusartiklite kirjutamise kursusel
Oleme ühes Eesti ülikoolis välja töötanud kursuse, mille eesmärk on arendada doktorantide kirjalikku väljendusoskust ning toetada neid teadusartiklite kirjutamisel inglise keeles kui teises keeles.
Kursus on korraldatud nii, et üliõpilased on jagatud väikestesse erialapõhistesse kirjutamisrühmadesse, mille liikmed annavad ja saavad regulaarselt oma artikli mustanditele tagasisidet. Teadmised selle kohta, millised tagasisidekommentaarid on efektiivsed, aitaksid praeguseid õpetamismeetodeid parendada. Käesolevas uurimuses esitatakse kodeerimisskeem, mille abil mõõta parandussoovitustega ja parandussoovitusteta tagasisidekommentaaride mõju kaasõppijate vastastikuse tagasisidestamise protsessis. Parandamissoovitusega kommentaar (nt “sissejuhatus on liiga lühike”) suunab autorit oma teksti muutma. Parandamissoovituseta kommentaar (nt “väga hea pealkiri!”) ei suuna autorit teksti muutma ja on olemuselt pigem afektiivne. Kõnealuse kodeerimisskeemiga paralleelselt kasutame küsimustikke, millega uurida, kuidas tajuvad doktorantide vastastikuse tagasisidekommentaaride efektiivsust eesti keelt emakeelena kõnelevad doktorandid ning Eesti, Soome, Rootsi ja Saksamaa ülikoolide kirjutamiseksperdid.
Tulemused näitavad, et vaadeldud faktoritest mõjutavad vastastikuse tagasiside protsessi kaaskirja olemasolu ja tagasisidekommentaari toon.
Uuringu tulemused võimaldavad teadlastel ja praktikutel, kes õpetavad võrreldavas kontekstis sarnasel metoodikal põhinevaid kursusi, võtta kasutusele täpsemad, uurimistulemustel põhinevad õpetamismeetodid.
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DOI: http://dx.doi.org/10.5128/ERYa14.15
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Copyright (c) 2018 Roger Michael Alan Yallop, Djuddah A. J. Leijen
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
ISSN 1736-2563 (print)
ISSN 2228-0677 (online)
DOI 10.5128/ERYa.1736-2563