A qualitative analysis of sub-degree students commentary styles and patterns in the context of gender and peer e-feedback
|A qualitative analysis of sub-degree students commentary styles and patterns in the context of gender and peer e-feedback|
|Author(s)||Leung K., Chan M., Maxwell G., Poon T.|
|Published in||Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)|
|Keyword(s)||Chinese writing, Peer e-feedback, Student learning, Wiki-supported learning (Extra: Chinese language, Community college, Female students, Gender differences, Hong-kong, Peer e-feedback, Peer feedback, Peer roles, Qualitative analysis, Student learning, Wiki-supported learning, Writing activities, Feedback, Students)|
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A qualitative analysis of sub-degree students commentary styles and patterns in the context of gender and peer e-feedback is a 2010 conference paper written in English by Leung K., Chan M., Maxwell G., Poon T. and published in Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics).
While research interest is building in the role and effectiveness of electronic based peer feedback (Peer e-Feedback) in the context of L1/L2 English writing, that of Chinese language education at sub-degree level has been neglected. This paper seeks to address this shortfall by examining aspects of how sub-degree level students at a Hong Kong Community College respond to peer roles in the context of e-feedback to written work in a Wiki-supported Chinese language class. The work focuses on identifying the predominant commentary styles employed in a Wiki-supported peer-reviewed writing environment (WPWE) and also gives attention to the question of Gender to probe features and scope, similarities and differences displayed between female and male students. Among the patterns identified was the trend to produce feedback in a descending order, viz: (1) offering a solution; (2) identification of a problem/good point; (3) explanation; (4) localization; and (5) elaboration. Some gender differences emerged e.g. males tended to offer 'specific suggestions' more readily than female students. Interestingly and importantly, both genders demonstrated inabilities and or reluctance to offer requests for elaboration - evidence that some well designed training may be desired before conducting online peer-reviewed writing activity. It was evident too, that positive feedback outnumbered negative feedback even when some helpful corrective criticism was clearly needed and appropriate. Overall, the many positives far outweighed some negatives in the educational value of Peer e-feedback as a useful tool in Chinese language education. The study also showed that there is a need to further refine and clearly define some of the terminology now appearing in this important area of research.
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