Moving Beyond Individual Peer Review Tasks: A Collaborative Written Corrective Feedback Framework

  • Zeina Maatouk Université du Québec à Montréal
  • Caroline Payant Université du Québec à Montréal
Keywords: Peer Review, Collaborative Writing, Peer Feedback Training, English for Academic Purposes, English as an Additional Language

Abstract

English as an additional language (EAL) teachers include peer feedback activities during the writing process to foster autonomy amongst EAL writers and support target language development. Research has demonstrated the importance of providing peer feedback training to learners in order to improve the efficacy of peer revision (Rahimi, 2013). Peer feedback review activities, however, are often individual tasks despite the evidence that collaborative writing activities are essential for EAL learners (Wigglesworth & Storch, 2012). This classroom practice article introduces a threefold pedagogical training designed for English for academic purposes (EAP) learners which combines individual and collaborative peer review activities. The proposed peer collaborative written corrective feedback framework (C-WCF) scaffolds novice academic writers through the peer review process while emphasizing collaborative learning.

Published
2020-03-24
How to Cite
Maatouk, Z., & Payant, C. (2020). Moving Beyond Individual Peer Review Tasks: A Collaborative Written Corrective Feedback Framework. BC TEAL Journal, 5(1), 19-31. Retrieved from https://ojs-o.library.ubc.ca/index.php/BCTJ/article/view/341
Section
Articles