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Developing Peer-to-Peer Supported Reflection as a Life-Long Learning Skill
Abstract
Life-long learning skills have moved from being a side-affect of a formal education to skills that are explicitly trained during a university degree. In a case study a University class undertook a translation from Swedish to English in a keystroke logging environment and then replayed their translations in pairs while discussing their thought processes when undertaking the translations, and why they made particular choices and changes to their translations. Computer keystroke logging coupled with Peer-based intervention assisted the students in discussing how they worked with their translations, enabled them to see how their ideas relating to the translation developed as they worked with the text, develop reflection skills and learn from their peers. The process showed that Computer Keystroke logging coupled with Peer-based intervention has to potential to (1) support student reflection and discussion around their translation tasks, (2) enhance student motivation and enthusiasm for translation and (3) develop peer-to-peer supported reflection as a life-long learning skill.
... Keystroke logging has also been used in research into translation tools, including human-computer interaction aspects (Bundgaard, 2017;Daems et al., 2017aDaems et al., , 2017bRobert et al., 2017) and cognitive ergonomic aspects in the workplace (Teixeira & O'Brien, 2017). In the field of translation teaching and learning, translation styles (Carl & Jakobsen, 2009;Dragsted & Carl, 2013), metalinguistic awareness (Ehrensberger-Dow & Perrin, 2009), the impact of training (Massey & Ehrensberger-Dow, 2011;Schrijver, 2014) and peer-based reflection (Lindgren et al., 2009(Lindgren et al., , 2011 have been explored. ...
This case places the student in focus and through a reflective case study considers four distance professional degree programs. The author of this case followed these programs as life-long learning professional activities. The case considers the nudge, the study, and degree completion. The reflection is structured around the themes of initial contact, communication, support, deadlines, work, and keeping going. These themes reveal challenges, issues, and questions of relevance for the student and university. Key skills to assist the student towards completion are suggested along with what the potential student should consider prior to enrolling in a professional degree program that is delivered via the Internet. The growth in distance professional degrees, including professional doctorates, demonstrates the importance of the challenges, issues, and questions of relevance considered in this case from the student's perspective.
This case places the student in focus and through a reflective case study considers four distance professional degree programs. The author of this case followed these programs as life-long learning professional activities. The case considers the nudge, the study, and degree completion. The reflection is structured around the themes of initial contact, communication, support, deadlines, work, and keeping going. These themes reveal challenges, issues, and questions of relevance for the student and university. Key skills to assist the student towards completion are suggested along with what the potential student should consider prior to enrolling in a professional degree program that is delivered via the Internet. The growth in distance professional degrees, including professional doctorates, demonstrates the importance of the challenges, issues, and questions of relevance considered in this case from the student's perspective.
Peer review has a prominent place in process-oriented writing instruction. In this paper, I share my developing use of peer review in an academic writing course for Chinese ESL learners. After reviewing the relevant literature, I describe the context in which I implemented peer review and conducted practitioner research into its productive use. Next, I present and discuss the training activities and follow-ups I used to prepare my students for effective peer review. The various instructional practices have been experimented with and refined in a 3-year action research effort to best facilitate my students’ acquisition of academic writing skills and hence enhance the quality of classroom life. In conclusion I summarize student performance in my most recent writing class and consider several instructional changes that are likely to help students understand better and thus benefit more from peer review.
This study examined the effects of similarity in competence between model and observer on the effectiveness of observational learning in argumentative writing. Participants (
N=214, 8th grade, mixed ability) were assigned to 1 of 3 conditions: an observation/weak-focus, an observation/good-focus, or a control condition. The two observational-learning groups observed pairs of peer models performing writing tasks. Participants focused respectively on the noncompetent (weak) model or on the competent (good) model. The control group performed the writing tasks themselves. Results are consistent with the similarity hypothesis: Weak learners learn more from focusing their observations on weak models, whereas better learners learn more from focusing on good models. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article presents the results of a study carried out in Sweden to investigate the promotion of self-assessment and reflection in the adult second language (L2) classroom. A method is proposed in which the computer is used first to record a writing session, and later to replay the entire text production in retrospective peer sessions. The method provides the students with an opportunity to look into their own composing processes both linguistically and holistically, as they view and discuss the reasons behind the di¤erent actions during the writing process. Results show that after using the method, all writers experienced useful, although di¤erent, insights into their own writing behaviours. Furthermore, this method is not restricted to an L2 environment, but is likely to be e¤ective in other learning situations where reflection is useful for the acquisition process.
This paper analyses aspects of a Hong Kong school curriculum reform, which recommends amongst other things, a greater focus on assessment for learning. It outlines the principles of the reform as it pertains to assessment and discusses how structural changes are being employed to lend support to changes in the assessment culture in Hong Kong. The paper draws on a previous prob-lematic attempt to introduce formative assessment through the Target-Oriented Curriculum initia-tive. Two examples of assessment for learning practice of 'early adopters' are used to illustrate both the potential and some of the challenges of implementation in the Hong Kong primary school context. From these cases, are drawn out some of the facilitating and inhibiting factors impinging on the implementation of assessment for learning in schools, building on a model of professional growth.
Since 1999, European education ministers have discussed and further implemented the 'Bologna process', a wide-ranging framework for the reform of higher education. Lifelong learning was added as a goal of the process in 2001. This article evaluates the extent to which the development of lifelong learning has progressed and examines whether the Bologna process has facilitated lifelong learning opportunities in a sample of countries. The evaluation of legislative instruments and policy positions of different stakeholders in Germany, France, Italy and the UK shows that countries link quite different strategies to lifelong learning in higher education. Specific national approaches exist which facilitate or restrict its development. Thus far, the impact of the Bologna process on this issue has been modest. The process has mainly had an impact on the discussion regarding lifelong learning, not necessarily whether and how such policies and programmes are implemented. © 2009 British Association for International and Comparative Education.
In this chapter an instructional format, Peer-Based Intervention (PBI) using computer keystroke logging is investigated as a computer technology to enhance language acquisition. In PBI, a process-oriented approach is taken, in which noticing, reflection and language awareness are central concepts of language learning. The method aims to promote learning through individualized reflection and social interaction. A retrospective focus on the evolution of a foreign language text is used as a basis for reflection and discussion. This period of reflection and discussion opens up paths for both individual and peer-based noticing and learning.
Second language writing in English is the focal point of this article. Modern second language writing instruction and research have gradually broadened their perspective by shifting the focus from texts, to processes, to disciplinary and sociopolitical contexts. The fortunes of second language writing have certainly expanded in modern times. At one time second language writing was viewed as no more than a handmaid to all other language skills, a means of reinforcing the acquisition of grammatical and vocabulary knowledge. Now, writing is considered by some as a privileged means for effecting democratic change toward a more just and equitable sociopolitical order through the potential participation in public written debate of traditionally dominated voices.
This volume synthesizes and critically analyzes the literature on response to the writing of second language students, and discusses the implications of the research for teaching practice in the areas of written and oral teacher commentary on student writing, error correction, and facilitation of peer response. The book features numerous examples of student texts and teacher commentary, as well as figures and appendices that summarize research findings and present sample lessons and other teaching materials. It is thus simultaneously comprehensive in its approach to the existing research and highly practical in showing current and future teachers how this material applies to their everyday endeavors of responding to student writing and teaching composition classes. Response to student writing--whether it takes the form of teachers' written feedback on content, error correction, teacher-student conferences, or peer response--is an extremely important component of teaching second language writing. Probably no single activity takes more teacher time and energy. Response to Student Writing is a valuable theoretical and practical resource for those involved in this crucial work, including L2 composition researchers, in-service and preservice teachers of ESOL/EFL writers, and teacher educators preparing graduate students for the teaching of writing. © 2003 by Lawrence Erlbaum Associates, Inc. All rights reserved.
The purpose of this study is to describe the negotiations that occur during ESL students' peer reviews and the ways these negotiations shape students' revision activities. Twelve advanced ESL learners enrolled in a writing course participated in peer reviews. Audiotaped transcripts of the peer reviews and the students' first and revised drafts were analyzed, and postinterviews were conducted. During these peer reviews, students asked questions, offered explanations, gave suggestions, restated what their peers had written or said, and corrected grammar mistakes. Reviewers generated most types of negotiations. Moreover, certain patterns of negotiations occurred more frequently in peer dyads from different fields of study than in dyads from the same field. Although students used their peers' comments to revise their essays, they incorporated those comments in their revisions selectively, deciding for themselves what to revise in their own texts. Finally, the postinterviews supported students' rationale for their revision activities and revealed that overall they found peer reviews useful. The findings of this study support the need to include peer reviews in L2 writing instruction and underscore their value in providing feedback on students' essays.
This article investigates the agreement amongst teacher-, self- and peer-assessments of students in the presence of peer feedback. This is done in the context of oral presentation skills of first year undergraduate students of ethnic Chinese background. The research instrument consisted of a self- and peer-assessment questionnaire containing 14 items related to the organization of the presentation content, use of language and interaction with the audience. The participants had taken part in a training and practice session on self- and peer-assessment before engaging in the assessment tasks. The findings show that, when assessment criteria are firmly set, peer-feedback enables students to judge the performance of their peers in a manner comparable to those of the teachers. However, the same is not found to be true with self-assessment.
Peer reviews, where students read drafts of their fellow students' essays in order to make suggestions for revision, are common in first-language composition pedagogy. This technique fosters the idea that writing is a process of communicating to an authentic audience. How beneficial are peer reviews for ESL composition students? This article explores the question from the perspectives of forty advanced ESL writing students who were asked about their experiences with peer reviews. Many of the students reported that peer reviews had helped them revise the content of their drafts. However, some students commented that their peers were not able to give useful advice. These students' responses suggest that peer reviews can be helpful to students during the drafting process, but that the task must be carefully structured in order for the students to become successful critics. Suggestions for organizing effective peer review sessions are given.
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Lifelong learning has become a (still) increasingly popular slogan in the field of EU educational policy. Embedded in an international and historical account of the discourse on lifelong learning since the 1970s, this paper describes how lifelong learning has emerged as the central strategy in EU education and training policy, and provides a closer look at the EU’s underlying concept of lifelong learning and its objectives. Based on these illustrations, it provides some critical thoughts on the EU’s use of the term lifelong learning and its lifelong learning principles. Within this context, it calls for cautiousness: is lifelong learning just used as a powerful label, i.e. an elastic concept tailorable to any needs, or is it underpinned by a solid, comprehensive concept and strategy of lifelong learning? Following this line of argumentation, this paper also sets the EU’s lifelong learning policies in the broader light of the highly debated EU convergence policy in the field of education and training.
Little is known about what actually happens when two L2 students are involved in peer revision of written texts. This article reports the results of a study conducted among Spanish-speaking students in Puerto Rico which sought to investigate (a) the kind of revision activities students engage in while working in pairs, (b) the strategies peers employ in order to facilitate the revision process, and (c) significant aspects of social behavior in dyadic peer revision. The participants were 54 intermediate ESL college students enrolled in a writing course. Interactions between pairs of students during two revision sessions were recorded and transcribed. Analysis of the transcripts yielded seven types of social-cognitive activities the students engaged in (reading, assessing, dealing with troublesources, composing, writing comments, copying, and discussing task procedures), five different mediating strategies used to facilitate the revision process (employing symbols and external resources, using the L1, providing scaffolding, resorting to interlanguage knowledge, and vocalizing private speech), and four significant aspects of social behavior (management of authorial control, affectivity, collaboration, and adopting reader/writer roles). Results reveal an extremely complex interactive process as well as highlight the importance of activating and enhancing cognitive processes through social interaction in the L2 writing classroom.
The importance of assessment and the centrality of students within the process are emphasised. The changing role of the student is discussed and a number of suggestions made on how to involve learners productively by means of self, peer or collaborative assessment. Studies of self assessment are reviewed and the role of psychology explored. Similarly, peer assessment studies are reviewed and key variables identified. It is noted that the benefits of involving students go beyond their ability to produce marks which resemble those awarded by teachers. Stages in the process of implementing and evaluating a self or peer assessment study are elaborated. Frequently encountered problems in practice are identified and some ways of dealing with these suggested. Some wider issues are discussed: quality, education versus. training, and working in groups. The need for further research is emphasised.
This study analyzes the interaction during peer response as it occurs in an authentic writing class. Transcripts of 27 response groups are analyzed using the constant comparative method (Glaser & Strauss, 1967) to identify reader stances and determine the characteristics of these stances. We identified four categories of reader stances—authoritative, interpretive, probing, and collaborative. We then analyzed the language functions and topics discussed during the response sessions. This analysis reveals interesting differences across the four stances in five function categories (Summarize Essay, Express Intention, Give Suggestion, Give Opinion, and Give Information) and in three content categories (Writing Process, Ideas, and Audience and Purpose). We conclude that interactive peer response offers benefits to the students. However, in the probing and collaborative stances, the writer is encouraged to articulate the intended meaning of the text, thereby clarifying, expanding, and shaping meaning. These two stances therefore engage students in a fuller understanding of the writing process.
Research on the psychology of writing is difficult because the writing process is not as easy to study as is the written product.
The software described in this paper, Real-Time Replay, provides access to the writing process by capturing all writer keystrokes
and replaying them in realtime. Point of utterance revisions can be viewed at once by the writer, who can then provide an
immediate, retrospective protocol of the process. In this paper, the main features of the replay software are described, along
with an accompanying program for collecting descriptive statistics on written documents.
On repeated occasions, observational learning has proved itself to be an effective instruction method. Experimental studies have shown to be effective for complex tasks such as reading and writing for both teachers and students as models. The problem when interpreting the results of such research is that, in observation tasks, several mental activities play a simultaneous role. In this study we therefore set out to identify the effective elements of observation tasks. We focused on two elements of the observation tasks, both aimed at stimulating monitoring activities: evaluation of the model’s performance and elaboration on this evaluation. We have also distinguished between elaboration on the observed products (the models’ written answers), and elaboration on the observed processes (the models’ verbalisations of their mental activities).
The data were subjected to a LISREL analysis. First of all, it was observed that subjects who performed “evaluation” and “productelaboration” better, and “process-elaboration” more often in one lesson, also performed these activities better or more often in the subsequent lesson. Next, we observed an effect of aptitude on the learning activities: pre skill scores influence “evaluation” and “product-elaboration”. The most important finding is that “evaluation” and “product-elaboration” contribute positively to argumentative writing skills. It is discussed that these findings confirm the importance of the monitoring, evaluative and reflective activities when learning complex tasks as writing.
Since the late 1980s, peer response to writing has gained increasing attention in the English as Second Language (ESL) field. Whereas affective benefits have been reported in the literature, little is known about the effects of peer response on ESL students' revision and writing outcomes. This study investigates these effects and also considers an often-cited suggestion for successful peer response, that is, training students to effectively participate in the peer response activity. The principal question addressed by the study is whether trained peer response shapes ESL students' revision types and writing quality. Effects of trained peer response were investigated through a comparison of 46 ESL students divided into two groups, one trained in how to participate in peer response to writing and the other not trained. Revision types were identified based on a taxonomy that discriminates between two types of changes: those that affect text meaning and those that do not (Faigley & Witte, 1981). Writing quality was determined by a holistic rating procedure of first versus revised drafts. Results of the investigation indicate that trained peer response positively affected ESL students' revision types and quality of texts.
Vague feedback and misinterpretation of writers’ intentions on the reviewers’ part have been found to be two major reasons why most of their comments are disregarded during writers’ revision in one EFL writing class. To resolve this problem, a training was conducted to coach these students to generate more specific comments. Four characteristics of comments that were found to facilitate students’ revisions in previous research were identified and used as guidelines during training: Clarifying writers’ intentions, identifying problems, explaining the nature of problems, and making specific suggestions. Two teacher–student conferences with each reviewer were also held to provide individual assistance. Both quantitative and qualitative analyses of students’ comments after training were conducted. Students were able to generate significantly more comments containing two or three afore-mentioned characteristics and were able to produce more relevant and specific comments on global issues. As reviewers students benefited from this training in skill improvement, confidence build-up, language acquisition and metacognitive strategy use. As writers they were able to approach topics of interest to them from multiple perspectives and to increase their vocabulary repertoire after training.
In a case study a University class undertook a translation from Swedish to English in a keystroke logging environment and then replayed their translations in pairs while discussing their thought processes when undertaking the translations, and why they made particular choices and changes to their translations. Computer keystroke logging coupled with peer-based intervention assisted the students in discussing how they worked with their translations, and enabled them to see how their ideas relating to the translation developed as they worked with the text. The process showed that Computer Keystroke logging coupled with peer-based intervention has potential to (1) support student reflection and discussion around their translation tasks, and (2) enhance student motivation and enthusiasm for translation.
This paper presents a teaching model developed to encourage second-year university students of Italian to reflect upon their writing process and to consider error correction as an active source of learning. While composing their own autobiography, students were encouraged to draw on teacher indirect feedback in order to self-correct errors, to incorporate this feedback in the redrafting of text, and to reflect on their use of linguistic forms. It is argued that this combination of teaching strategies – which forms the model explored in this paper – plays a crucial role in assisting students to take responsibility for their own learning. In order to develop this argument, this paper firstly outlines the academic background and the teaching context from which the model was developed. Secondly, it describes the key components of the model and their application in a second-year Italian course at Griffith University. In particular, it explores a reflective approach to text correction, which combines direct and indirect feedback and aims to foster independence from teacher intervention and reflection on learning strategies. Thirdly, it analyses student perceptions of this model in order to clarify its educational value in a foreign language (FL) learning context. It concludes by identifying pedagogical implications for future applications.
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