English Language and Literature ETDs

Publication Date

Spring 5-12-2023

Abstract

The purpose of this study was to investigate the influence of different modes of peer review on students' interactions through a mixed-methods case study. The researcher recruited six students and conducted three peer review sessions in the asynchronous anonymous, asynchronous identifiable, and synchronous mode. The data sources were student pre- and post-peer review drafts, peer review comments, and the researcher's observations of student interactions. The data analysis included transcribing, coding, enumeration, classification, ethnographic analysis, and comparison.

The data analysis showed that tension in peer review interactions that might have caused dissatisfaction in students could be reduced if students performed more collaboratively. The renaming of peer review as peer conferencing presupposes peers using mindful wording in the form of questions or opinions rather than commands, effective use of marginal space in Google Docs, and productive exchange of ideas in Zoom. Recommendations for conducting collaborative peer conferences in writing classes are provided.

Degree Name

English

Level of Degree

Doctoral

Department Name

English

First Committee Member (Chair)

Dr. Cristyn Elder

Second Committee Member

Dr. Bethany Davila

Third Committee Member

Dr. Andrew Bourelle

Fourth Committee Member

Dr. Pisarn Bee Chamcharatsri

Language

English

Keywords

peer review, collaboration, synchronous, asynchronous, Google Docs, Zoom, technical, professional

Document Type

Dissertation

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