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The affordances of language choice in negotiation of oral peer feedback on L2 writing.

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Title: The affordances of language choice in negotiation of oral peer feedback on L2 writing.
Authors: Carhill-Poza, Avary (AUTHOR), Tian, Lili (AUTHOR), Rubio, Jesse (AUTHOR)
Source: Writing & Pedagogy. 2023, Vol. 15 Issue 3, p229-N.PAG. 27p.
Subject Terms: *Chinese-speaking students, *Peer review of students, *Problem solving, Generosity, Chinese language, Peers
Abstract: Peer feedback has long been an essential part of a process approach to writing in university EFL classrooms. This study examines how the affordances of peer feedback are shaped by students’ language choice. We interviewed 27 Chinese university students in an English writing course about their experiences giving and receiving oral peer feedback on an initial and revised draft of an essay. Semi-structured interviews were analyzed thematically and triangulated with stimulated recall, transcripts of peer review discussions, and content analyses of learners’ incorporation of feedback across essay drafts to better understand perceptions and actions following from language choice during oral peer review of their L2 writing. Findings show that students incorporated 56 percent of oral peer feedback instances when revising, and almost all of these occurred in students’ first language, Chinese. Participants described the L1 affordances of clarity, efficiency, and pragmatics as important considerations when giving oral feedback on peer writing. Through triangulation of oral peer feedback discussions, change across essay drafts, and student interviews, language choice is shown to be a supportive practice for L2 writers in oral peer feedback. In contrast to previous research that suggests that the L1 is used primarily for solving problems and less frequently for discussion of content, our findings show that students chose to use their L1 for peer review because of the perceived support offered for improving their writing – namely, clarity, efficiency, and pragmatics. [ABSTRACT FROM AUTHOR]
Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The affordances of language choice in negotiation of oral peer feedback on L2 writing.
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  Data: <searchLink fieldCode="JN" term="%22Writing+%26+Pedagogy%22">Writing & Pedagogy</searchLink>. 2023, Vol. 15 Issue 3, p229-N.PAG. 27p.
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  Data: *<searchLink fieldCode="DE" term="%22Chinese-speaking+students%22">Chinese-speaking students</searchLink><br />*<searchLink fieldCode="DE" term="%22Peer+review+of+students%22">Peer review of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Generosity%22">Generosity</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese+language%22">Chinese language</searchLink><br /><searchLink fieldCode="DE" term="%22Peers%22">Peers</searchLink>
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  Label: Abstract
  Group: Ab
  Data: Peer feedback has long been an essential part of a process approach to writing in university EFL classrooms. This study examines how the affordances of peer feedback are shaped by students’ language choice. We interviewed 27 Chinese university students in an English writing course about their experiences giving and receiving oral peer feedback on an initial and revised draft of an essay. Semi-structured interviews were analyzed thematically and triangulated with stimulated recall, transcripts of peer review discussions, and content analyses of learners’ incorporation of feedback across essay drafts to better understand perceptions and actions following from language choice during oral peer review of their L2 writing. Findings show that students incorporated 56 percent of oral peer feedback instances when revising, and almost all of these occurred in students’ first language, Chinese. Participants described the L1 affordances of clarity, efficiency, and pragmatics as important considerations when giving oral feedback on peer writing. Through triangulation of oral peer feedback discussions, change across essay drafts, and student interviews, language choice is shown to be a supportive practice for L2 writers in oral peer feedback. In contrast to previous research that suggests that the L1 is used primarily for solving problems and less frequently for discussion of content, our findings show that students chose to use their L1 for peer review because of the perceived support offered for improving their writing – namely, clarity, efficiency, and pragmatics. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1558/wap.21859
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      – Code: eng
        Text: English
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        PageCount: 27
        StartPage: 229
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      – SubjectFull: Chinese-speaking students
        Type: general
      – SubjectFull: Peer review of students
        Type: general
      – SubjectFull: Problem solving
        Type: general
      – SubjectFull: Generosity
        Type: general
      – SubjectFull: Chinese language
        Type: general
      – SubjectFull: Peers
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      – TitleFull: The affordances of language choice in negotiation of oral peer feedback on L2 writing.
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            NameFull: Rubio, Jesse
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            – D: 01
              M: 09
              Text: 2023
              Type: published
              Y: 2023
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