Publication Date
2020
Keywords
peer review, flipped learning, feedback, academic English, post-secondary learners
Abstract
Peer review is frequently used in both first-language (L1) and second-language (L2) writing courses to help students develop reading and writing skills and foster interaction and collaboration. To maximize these benefits in the L2 classroom, instructors should train their students to provide feedback to their peers (Lam, 2010; Rahimi, 2013; Rollinson, 2005). However, sufficient training and practice can require considerable class time. In this teaching article, we detail how we used a flipped learning approach to prepare undergraduate international students to conduct peer review in a university-level English as a Second Language reading and writing course. First, we discuss how we used flipped learning in four course sections in the Fall 2018 semester to structure peer review training both in and out of the classroom. Then, we reflect on the benefits and considerations concerning how to implement flipped learning for peer review and conclude with suggestions for future research.
Recommended Citation
Showalter, Catherine E. and Kostka, Ilka
(2020)
"The Potential of Flipped Learning to Prepare ESL Students for Peer Review,"
Journal of Response to Writing: Vol. 6:
Iss.
2, Article 7.
Available at:
https://scholarsarchive.byu.edu/journalrw/vol6/iss2/7