Abstract
An important drawback of peer response in L2 writing classes is a reluctance to be sufficiently critical of a classmate’s writing, particularly with students from cultures that value group harmony. Anonymization of peer response is commonly proposed as a means of overcoming this problem. The current action research project examined the effect of anonymizing the peer response process on the number of proposed revisions made by students from eight undergraduate writing classes at a private university in Tokyo. It also examined the students’ attitudes towards the peer response process. The findings revealed that the anonymization of the process had significant impact on the less proficient students’ propensity to recommend revision; however, this was not the case for students of a higher proficiency level. Students at both levels felt more comfortable with the peer response process when it was anonymized. The pedagogical implications of anonymizing the peer response process are discussed.
- Journal
- Journal of Response to Writing
- Published
- 2019-01-01
- CompPile
- Open Access
- OA PDF Gold
- Topics
- Export
- BibTeX RIS
Citation Context
Citation data not yet available for this article.
Citation data is not available for Journal of Response to Writing. This journal's publisher does not deposit reference lists with CrossRef.
Related Articles
-
Pedagogy Oct 2024rhetorical criticism first-year composition writing pedagogy basic writing writing across the curriculum graduate education two-year college service learning teacher development revision argument collaborative writing assessment writing program administration multimodality multilingual writers literacy studies race and writing disability studies community literacy editorial matter
-
Pedagogy Oct 2021Moira A. Connelly
-
Journal of Response to Writing Jan 2018Eckstein, Grant; Gilliland, Betsy
-
Journal of Response to Writing Apr 2026Mehrzad, Mohaddeseh; Rahimi, Mohammad; Link, Stephanie
-
Journal of Response to Writing Apr 2026More Than Treating Errors: Bridging the Gaps and Expanding the Agenda for Scholarship on Teacher Written Feedback for L2 Writers ↗Goldstein, Lynn; Kohls, Robert