Promoting Peer Review Practice: a Case of Mixed-Proficiency Dyad in Expository Essay Writing Class

DOI

10.2991/soshec-18.2018.60How to use a DOI?

Keywords

Expository essay writing; mixed-proficiency peer review; transfer of knowledge and strategies.

Abstract

Inability to produce coherent and content-rich expository essays is a major setback for English department students’ academic performance. Apart from poor accuracy, poor quality of content and organization of ideas were the major problems. The root of these problems was apparently the lack of feedback, particularly from peers with different levels of proficiency. To cope with the problem, peer review practice was integrated into expository essay writing course to allow transfer of knowledge and strategies among students. To further investigate how the practice was carried out by mixed-proficiency dyads, the current case study focuses on observing the improvements occur in four sophomore students’ expository essays during the first half of the semester. The participants were selected as they were the only dyads with a significant difference in writing proficiency levels. In addition to describing the improvements, the study also look at the nature of feedback given by those students. It was eventually revealed that improvement occurs in organization and content aspects, which is quite significant compared to the improvement in vocabulary and language use. Despite the findings, further research on this subject are still required to throw lights onto the efficacy of peer review for students with different characteristics.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Eva Rahmawati
AU  - Retno Wulan Dari
PY  - 2018/07
DA  - 2018/07
TI  - Promoting Peer Review Practice: a Case of Mixed-Proficiency Dyad in Expository Essay Writing Class
BT  - Proceedings of the 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018)
PB  - Atlantis Press
SP  - 274
EP  - 279
SN  - 2352-5398
UR  - https://doi.org/10.2991/soshec-18.2018.60
DO  - 10.2991/soshec-18.2018.60
ID  - Rahmawati2018/07
ER  -