A dual case study of perceptions of strategy-based training and peer review stances among Hong Kong secondary students: An activity theory perspective
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Amy Kong
Abstract
While there is ample literature on how peer review can be implemented effectively by training, research that documents students’ perceptions of training and its influence on peer review stances is relatively limited, especially among second language secondary students in Hong Kong. Adopting activity theory, the present study explored secondary students’ perceptions of the effectiveness of training on the use of meta-cognitive, cognitive, and mediating strategies for peer review and how such training might mediate the extent to which they executed the activity. Two case studies of paired students implementing peer review in an after-school English writing course were conducted. They were native Cantonese-speaking, secondary-one students in Hong Kong. Multiple sources of data were collected, including recordings of dyadic peer review sessions, stimulated recalls, and interviews. Qualitative analyses of the transcripts indicate that students acknowledged the importance of training as it offered a clearer direction of how to exercise peer review. Students revised the texts collaboratively as writers and reviewers by using various strategies introduced in training. A contradictory case was also reported in which a reviewer displayed an authoritarian stance. This study sheds light on how to optimize the effect of training by introducing diverse strategies to secondary students for peer review.
Abstract
While there is ample literature on how peer review can be implemented effectively by training, research that documents students’ perceptions of training and its influence on peer review stances is relatively limited, especially among second language secondary students in Hong Kong. Adopting activity theory, the present study explored secondary students’ perceptions of the effectiveness of training on the use of meta-cognitive, cognitive, and mediating strategies for peer review and how such training might mediate the extent to which they executed the activity. Two case studies of paired students implementing peer review in an after-school English writing course were conducted. They were native Cantonese-speaking, secondary-one students in Hong Kong. Multiple sources of data were collected, including recordings of dyadic peer review sessions, stimulated recalls, and interviews. Qualitative analyses of the transcripts indicate that students acknowledged the importance of training as it offered a clearer direction of how to exercise peer review. Students revised the texts collaboratively as writers and reviewers by using various strategies introduced in training. A contradictory case was also reported in which a reviewer displayed an authoritarian stance. This study sheds light on how to optimize the effect of training by introducing diverse strategies to secondary students for peer review.
Chapters in this book
- Frontmatter I
- Preface V
- Acknowledgements VII
- Contents IX
- Contributors XI
- Teaching English writing in Chinese speaking regions 1
- Integrating e-learning into process writing: The case of a primary school in Hong Kong 19
- A dual case study of perceptions of strategy-based training and peer review stances among Hong Kong secondary students: An activity theory perspective 43
- Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students 67
- A pedagogical inquiry into students’ writing skills development from the perspective of English as a lingua franca: Insights from secondary and tertiary English language education in Taiwan 91
- Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study 117
- Metacognitive strategy-focused instruction in a writing across the curriculum programme in a Hong Kong university: The impact on writing performance 145
- A narrative inquiry into washback of highstakes and low-stakes testing on second language English writing in Hong Kong higher education 179
- Preparing Chinese novice writers for academia: An integrated genre-based approach for writing research articles 207
- Toward better English for research publication purposes practices through the lens of activity theory: A case study of a cross-disciplinary graduate writing course in Taiwan 233
- Practice and future directions for developing Chinese speakers’ English writing across different education levels 257
- Index 271
Chapters in this book
- Frontmatter I
- Preface V
- Acknowledgements VII
- Contents IX
- Contributors XI
- Teaching English writing in Chinese speaking regions 1
- Integrating e-learning into process writing: The case of a primary school in Hong Kong 19
- A dual case study of perceptions of strategy-based training and peer review stances among Hong Kong secondary students: An activity theory perspective 43
- Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students 67
- A pedagogical inquiry into students’ writing skills development from the perspective of English as a lingua franca: Insights from secondary and tertiary English language education in Taiwan 91
- Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study 117
- Metacognitive strategy-focused instruction in a writing across the curriculum programme in a Hong Kong university: The impact on writing performance 145
- A narrative inquiry into washback of highstakes and low-stakes testing on second language English writing in Hong Kong higher education 179
- Preparing Chinese novice writers for academia: An integrated genre-based approach for writing research articles 207
- Toward better English for research publication purposes practices through the lens of activity theory: A case study of a cross-disciplinary graduate writing course in Taiwan 233
- Practice and future directions for developing Chinese speakers’ English writing across different education levels 257
- Index 271
