Peer Commenting on Written Assignments for a Japanese University Online English Course

広島外国語教育研究 Issue 26 Page 45-62 published_at 2023-03-01
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Title ( eng )
Peer Commenting on Written Assignments for a Japanese University Online English Course
Title ( jpn )
Source Title
Hiroshima Studies in Language and Language Education
Issue 26
Start Page 45
End Page 62
Journal Identifire
[PISSN] 1347-0892
[NCID] AA11424332
本研究では,学習管理システムとビデオ会議システムを用いて,1年次の一般教養科目「ライティング」をプロセス・アプローチで学習しました。研究の中心となったのは,学習管理システムのブログツールに掲載される通常の宿題に学生がコメントする仕組みを導入したことです。このピア・コメントは,より伝統的な教師からのフィードバックやGrammarly ソフトウェアアプリケーションによる自動化されたフィードバックと組み合わされました。
In the study presented here, the researchers used a learning management system (LMS) and videoconferencing software to deliver a first-year general writing course, taught using a process approach. The innovation at the heart of the research was the introduction of students commenting on regular homework assignments posted on the blog tool of the LMS. This peer commenting was combined with more traditional teacher feedback and automated feedback via the Grammarly software application.
The three authors were involved in teaching 22 groups of students in total, with the first author taking charge of 10 of those groups. Data were collected by two of the authors, covering 16 of the groups via an online survey involving both Likert scale answers and open-ended answers. The first author triangulated the survey data with assignments and peer comments. The three authors also discussed how they incorporated student commenting into their classes and their perceptions of the innovation.
The data indicate that peer commenting was generally viewed positively by both teachers and students. Many students became much more reader-conscious, formed connections with each other through writing and commenting, and communicated outside taught sessions. In addition, students learned from well-written assignments, as well as finding ways to encourage each other. However, data from the LMS, students, and teachers indicate that commenting can become repetitive, with the implication that commenting should be targeted at assignments most likely to stimulate students’ interest to respond.
Resource Type departmental bulletin paper
Date of Issued 2023-03-01
Copyright (c) 2023 広島大学外国語教育研究センター
Publish Type Version of Record
Access Rights open access
Source Identifier
[ISSN] 1347-0892
[NCID] AA11424332