Chinese EFL Learners' Decision-Making while Evaluating Peers' Texts

Autor/in	Ma, Jingjing
Titel	Chinese EFL Learners' Decision-Making while Evaluating Peers' Texts
Quelle	In: International Journal of English Studies, 10 (2010) 2, S.99-120 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1578-7044
Schlagwörter	Expository Writing; Observation; Protocol Analysis; Prior Learning; Interviews; English (Second Language); Second Language Learning; Decision Making; Peer Evaluation; Case Studies; Recall (Psychology); Language Proficiency; Teaching Methods; Chinese; Native Language; Writing Evaluation; Foreign Countries; China + Suchen Sie Ihr Suchwort? Beobachtung; Vorkenntnisse; Interviewing; Interviewtechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Decision-making; Entscheidungsfindung; Case study; Fallstudie; Case Study; Abberufung; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; China; Chinesen; Ausland
Abstract	Approaching peer review from a process and contextualized perspective, this exploratory case study investigates two Chinese EFL learners' decision-making patterns while evaluating peers' texts in an online peer review and factors influencing these patterns. Detailed qualitative case study data were collected through think-aloud protocols, stimulated recall, semi-structured interviews, classroom observation and document analysis. Analyses indicate that the two learners with higher level of English writing proficiency to a certain extent illustrated contrasting patterns of decision-making, and yet both prioritized specific aspects of peers' texts. Student-related factors such as perceptions of good English expository writing shaped by previous learning and assessment experiences of English (or Chinese) writing, type of writing task and weaknesses of student text interacted with one another to influence the participants' decision-making patterns. Pedagogical implications for the findings are discussed. (Contains 4 tables.) (As Provided).
Anmerkungen	University of Murcia. Department of English Philology Merced Campus, Calle Santo Cristo 1, Murcia 30071 Spain. Tel: +34-868-88-3406; Fax: +34-868-88-3409; e-mail: publicaciones@um.es; Web site: http://www.um.es/ijes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10