Engaging Novice Writers in Online Collaborative Review through Peer-Review Circles

Autor/inn/en	Nur, Sahril; Anas, Ismail; Rahayu
Titel	Engaging Novice Writers in Online Collaborative Review through Peer-Review Circles
Quelle	In: International Journal of Language Education, 6 (2022) 1, S.63-74 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nur, Sahril) ORCID (Anas, Ismail)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2548-8457
Schlagwörter	Peer Evaluation; Writing Instruction; COVID-19; Pandemics; Cooperative Learning; Academic Language; Doctoral Students; Novices; Group Discussion; Computer Mediated Communication; English for Academic Purposes; Second Language Learning; Second Language Instruction; Feedback (Response); Writing Processes; Writing for Publication; Dialogs (Language); Case Studies; Videoconferencing + Suchen Sie Ihr Suchwort? Schreibunterricht; Kooperatives Lernen; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Gruppendiskussion; Computerkonferenz; Zweitsprachenerwerb; Fremdsprachenunterricht; Dialog; Dialogs; Dialogue; Dialogues; Case study; Fallstudie; Case Study
Abstract	In response to the COVID-19 pandemic, this article presents online Peer-Review Circles (PRC) as an innovative and collaborative approach to academic writing, mainly proofreading and copy-editing processes. It aims to engage novice second language (L2) writers in online joint review and increase their understanding of pre-reviewing scholarly papers before submission. The authors had observed that a large number of doctoral students are still considered novice writers. Therefore, there was a need for a practical approach to improve their review skills and engage them in online PRC activities. Grounded in Monologue-Dialogue-Discussion (MDD) Circles (Manning & Jobbitt, 2018), this article extends its potential to be adopted and used beyond the classroom and mandatory ELT contexts. MDD requires three consecutive stages: 1) primary reviewer's monologue, 2) primary and secondary reviewer's dialogue, and 3) writer and the reviewers perform a group discussion. These activities will help the writers to look after the manuscripts simultaneously from a PRC perspective. We also developed peer review Feedback Questions (FQs) to guide the reviewers to perform meaningful discussions. The output of the PRCs will likely be an initial review or a pre-evaluation process to improve the manuscript quality, readability, and publishability. (As Provided).
Anmerkungen	International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01