Peer Response in Second Language Writing Classrooms, Second Edition

by Jun Liu, Jette G. Hansen Edwards

Since the publication of the first edition in 2002, there have been two major developments in L2 writing and peer response teaching and research. The first is the increased interest in CALL and computer-mediated communication (CMC) for L2 pedagogy; the second is the accessibility and viability of research on L2 peer response from all over the world. Both developments are thoroughly addressed in this new edition.

Now that classes are as likely to be online as held in physical classrooms and now that a new generation of digital natives can routinely read and respond to what others write via laptops, tablets, and phones, peer response as pedagogical practice is not just more easily implemented, but it is more likely to feel natural to L2 learners.

The Second Edition is a highly accessible guide to how the world is using peer response and serves as a motivator and facilitator for those who want to try it for the first time or want to increase the effectiveness of the activities—whether via CMC or not. The volume includes 11 forms useful in training students to provide good peer feedback, including a final checklist to ensure teachers have taken all the necessary steps to ensure a successful peer feedback activity.

Genres: Teaching

192 pages, Paperback

First published May 30, 2002

Reviews

[Sunah Chung · Rating 3 out of 5]

In the context of multicultural classroom settings, the writing instructions and related activities could be more complicated and multi-layered. This book, Peer Response in Second Language Writing Classrooms, explores how to encourage peer response activities of culturally and linguistically various students in one classroom. The authors shed light on the effects of peer responses in writing class by adopting theoretical frameworks of process writing theory, collaborative learning theory, Vygotsky’s zone of proximal development, and interaction and second language acquisition (SLA). Possible concerns and drawbacks are also considered with suggested solutions for teachers. For instance, when students do not get along with peers in their group, these authors suggest that a teacher needs to monitor the group and provides a space to share the issues and facilitate the students to solve the problems. Most of the evidence and research have been focused on adult learners.
However, the overall descriptions and solutions of the practices are a bit obvious. I mean concerns, benefits, and suggestions are quite overlapped when I think about second/foreign language speaking classroom settings. The book will be helpful for those who do not have much background knowledge on multicultural classrooms or second/foreign language instructions. Those who prepare for being a teacher in multicultural classrooms would have some advice by reading this book. In addition, authentic examples of feedback on composition would be valuable. I expected to see some samples of peer feedback on their writing as pictures or illustrations, but any of these are not provided.

[Sunah Chung · Rating 3 out of 5]

In the context of multicultural classroom settings, the writing instructions and related activities could be more complicated and multi-layered. This book, Peer Response in Second Language Writing Classrooms, explores how to encourage peer response activities of culturally and linguistically various students in one classroom. The authors shed light on the effects of peer responses in writing class by adopting theoretical frameworks of process writing theory, collaborative learning theory, Vygotsky’s zone of proximal development, and interaction and second language acquisition (SLA). Possible concerns and drawbacks are also considered with suggested solutions for teachers. For instance, when students do not get along with peers in their group, these authors suggest that a teacher needs to monitor the group and provides a space to share the issues and facilitate the students to solve the problems. Most of the evidence and research have been focused on adult learners.
However, the overall descriptions and solutions of the practices are a bit obvious. I mean concerns, benefits, and suggestions are quite overlapped when I think about second/foreign language speaking classroom settings. The book will be helpful for those who do not have much background knowledge on multicultural classrooms or second/foreign language instructions. Those who prepare for being a teacher in multicultural classrooms would have some advice by reading this book. In addition, authentic examples of feedback on composition would be valuable. I expected to see some samples of peer feedback on their writing as pictures or illustrations, but any of these are not provided.