Spanish Writing Learners’ Stances as Peer Reviewers

Authors

Emilia Illana-Mahiques, Cornell UniversityFollow
Carol Severino, The Universtiy of IowaFollow

Keywords

Online peer review, peer review training, feedback-giving, comment types, College FL Spanish writing.

Abstract

This study explores the attitudes and perceptions about online peer review of 18 Spanish learners enrolled in a third-year college Spanish writing course. Students participated in peer review training, wrote a personal narrative, and completed two online peer review sessions before submitting their final narrative. Using data from questionnaires, interviews, a peer review simulation task, and the first author’s journal, this qualitative study investigates students’ approaches to peer review and the different practices they employ when commenting on their peers’ drafts. Results show that even though students receive the same training, they interpret and enact that training differently. Students position themselves into specific feedback-giving stances: critical, sensitive, interpretive, and supportive. Two case studies show how two students’ particular stances as feedback givers (critical and sensitive, respectively) impact commenting practices and decision-making during the peer-review process. Based on these findings, recommendations for language teachers to enhance students’ awareness of themselves as feedback givers are drawn.

Recommended Citation

Illana-Mahiques, Emilia and Severino, Carol (2021) "Spanish Writing Learners’ Stances as Peer Reviewers," Journal of Response to Writing: Vol. 7: Iss. 2, Article 2.
Available at: https://scholarsarchive.byu.edu/journalrw/vol7/iss2/2