Item Details

The roles of revision-oriented peer evaluation as pragmatic intervention in web-based ELF communication

Issue: Vol 2 No. 1 (2017)

Journal: East Asian Pragmatics

Subject Areas:

DOI: 10.1558/eap.32940


Peer evaluation (PE) in web-based English as a Lingua Franca (ELF) communication demonstrates certain uniqueness in moderating, transforming, or reinforcing linguistic and intercultural competence development. Within the framework of Spencer-Oatey’s (2000, 2008) rapport management framework, this article focuses on the use of revision-oriented peer evaluation (RPE) as a pragmatic intervention, drawing on data from the Cross-Pacific Exchange, an online exchange program between Chinese and American university students. Three types of RPE are identified based on its thematic content: knowledge-sharing, relationship-oriented, and disclaiming. The thematic content analysis hence reveals three major concerns in PE: the knowledge gap between ELF users, interpersonal care, and self-awareness. RPE, as a pragmatic intervention, mainly addresses these three concerns. The frequency and functional analysis of each type of RPE shows that Chinese and American students demonstrate a similar tendency, though their specific ways of intervening are not the same. Their top priorities are to scaffold common-ground construction and attend to interpersonal relationships; their least concern is to protect self/group face and identity, indicating the cooperative, mutually supportive feature of web-based ELF communication.

Author: Ping Liu, Huiying Liu

View Original Web Page

References :

Anderson, J. N. (2012). Student involvement in assessment: Healthy self-assessment and effective peer assessment. In: Coombe, Christine A., Davidson, Peter, O'Sullivan, Barry & Stoynoff, Stephen (Eds.), The Cambridge Guide to Second Language Assessment (pp. 187-197). Cambridge, England: Cambridge University Press.

Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition on classroom:  Is content feedback followed by form feedback the best method? Journal of Second Language Writing, (9)3, 227-257.

Belz, J. A. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning & Technology, 7(2), 68-99.

Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum.

Berg, E. C. (1999). The effects of trained peer response on ESL students’ revision types and writing quality. Journal of Second Language Writing, 8, 215-241.

Bradley, L. (2014). Peer-reviewing in an intercultural wiki environment-student interaction and reflections. Computers and Composition, 34, 80-95.

Brown, P., & Levinson, S. (1987). Politeness. Some universals in language usage. Cambridge: Cambridge University Press.

Bryant, D. A., & Carless, D. R. (2010). Peer assessment in a test-dominated setting: Empowering, boring or facilitating examination preparation? Educational Research for Policy and Practice, 9(1), 3-15.

Cai, J. (2011). A Contrastive Study of Online Peer Feedback and Teacher Feedback in English College Writing, Foreign Language World, 2, 65-72.

Carson, J., & Nelson, G. (1996). Chinese students’ perceptions of ESL peer response group interaction. Journal of Second Language Writing, 5, 1-19.

Chang, C. (2012). Peer review via three modes in and ELF writing course. Computers and Composition, 29, 63-78.

Chou, M. (1999). How peer negotiations shape revisions. In J. Katchen & Y. N. Leung (Eds.), The proceedings of the seventh international symposium on English teaching (pp. 349-359). Taipei: The Crane Publishing Co.

Connor, U., & Asenavage, K. (1994). Peer response groups in ESL writing classes: how much impact on revision? Journal of Second Language Writing, 3, 257-276.

Dippold, D. (2009). Peer feedback through blogs: Student and teacher perceptions in an advanced German class. ReCALL, 21(1), 18-36.

Felix, U. (2002). The web as a vehicle for constructivist approaches in language teaching. ReCALL, 14 (1), 2-15.

Gohard-Radenkovic, A., Lussier, D., Penz, H., & Zarate, G. (2004). Reference fields and methodology. In G. Zarate, A. Gohard-Radenkovic, D. Lussier, & H. Penz (Eds.). Cultural mediation in language learning and teaching (pp. 27-57). Kapfenberg: Council of Europe Publishing.

Gotti, M. (2014). Explanatory strategies in university courses taught in ELF. JELF, 3(2), 337-361.

Guardardo, M., & Shi, L. (2007). ESL students’ experiences of online peer feedback. Computers and Composition, 24(4), 443-461.

Guth, S., & Helm, F. (2010). Introduction. In Sarah Guth & Francesca Helm (Eds.), Telecollaboration 2.0–telecollaboration in education (pp. 13-35). Bern/Switzerland: Peter Lang.

Herrington, T. (2008). The Global Classroom Project: Multiple relationships in global partnering. In D. Starke-Meyerring & M. Wilson (Eds.), Designing globally networked learning environments: Visionary partnerships, policies, and pedagogies (pp. 37-51). Rotterdam, the Netherlands: Sense.

Ho, M. C., & Savignon, S. L. (2007). Face-to-face and computer-mediated peer review in EFL writing. CALICO Journal, 24(2), 269-290.

Hodges, K. (2004). Child and Adolescent Functional Assessment Scale (CAFAS). In M. E. Maruish (Ed), The use of psychological testing for treatment planning and outcome assessment. (3rd ed., pp. 405-441). Mahwah, NJ: Lawrence Erlbaum Associates.

Hu, G. W. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum, 15, 93-105.

Hunston, S., & Thompson, G. (2001). Evaluation in text: Authorial stance and the construction of discourses. New York: Oxford University Press.

Hyland, K., & Hyland, F. (2006). State of the art article: Feedback on second language students’ writing. Language Teaching, 39, 83-101.

Jin, L., & Zhu, W. (2010). Dynamic Motives in ESL Computer-Mediated Peer Response. Computers and Composition, 27(4), 284-303.

Kádár, D. Z., Márquez-Reiter, R. (2015). (Im)politeness and (im)morality: Insights from intervention. Journal of Politeness Research, 11(2), 239-260.

Kádár, D. Z., & De La Cruz, M. (2016). Rituals of outspokenness and verbal conflict. Pragmatics and Society, 7, 265-290.

Ke, I-Chung, & Cahyani H. (2014). Learning to become users of English as a Lingua Franca (ELF): How ELF online communication affects Taiwanese learners’ beliefs of English. System, 46, 28-38.

Kecskes, I. (2013). Intercultural Pragmatics. Oxford: Oxford University Press.

Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning & Technology, 13(1), 79-95.

Kong, W. et al. (2013). A Comparative Study of Peer-mediated Intervention and Teacher-mediated Intervention in Dynamic Assessment of L2 Writing, Foreign Language World, 3,77-86.

Kramsch, C. (2008). Ecological perspectives on foreign language education. Language Teaching, 41(3), 389-408.

Kuteeva, M. (2011). Wikis and academic writing: Changing the writer-reader relationship. English for Specific Purposes, 20, 44-57.

Lee, L. (2010). Fostering reflective writing and interactive exchange through blogging in an advanced language course. ReCALL, 22(2), 212–227.

Leki, I. (1990). Potential problems with peer responding in ESL writing classes. CATESOL Journal, 3, 5-17.

Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in computer-assisted language learning. Mahwah, NJ: Lawrence Erlbaum Associates.

Liu, J. (2002). Self-assessment of English Writing Skills by Chinese University Students. Modern Foreign Languages, 25(3), 241-249.

Liu, J., & Sadler, R.W. (2003). The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes, 2, 193-227.

Mangelsdorf, K. (1992). Peer reviews in the ESL composition classroom: What do the students think? ELT Journal, 46, 274-284.

Matsuura, H., Chiba, R., Mahoney, S., & Rilling, S. (2014). Accent and speech rate effects in English as a lingua franca. System, 46, 143-150.

Nelson, G. L., & Carson, J.G. (1998). ESL students’ perceptions of effectiveness in peer response groups. Journal of Second Language Writing, 7, 113-31.

Nelson, G. L., & Murphy, J. M. (1992). An L2 writing group: task and social dimensions. Journal of Second Language Writing, 1, 171-93.

Nelson, G. L., & Murphy, J. M. (1993). Peer response groups: Do L2 writers use peer comments in revising their drafts? TESOL Quarterly, 27, 135-142.

Nguyen, M. T. T. (2008). Criticizing in an L2: Pragmatic strategies used by Vietnamese EFL learners. Intercultural Pragmatics, (5)1, 41-66.

O’Dowd, R. (2007). Online intercultural exchange: An introduction for foreign language teachers. Clevedon, UK: Multilingual Matters.

Paretti, M. C., & McNair, L. D. (2008). Communication in global virtual activity systems. In P. Zemliansky & K. St.Amant (Eds.), Handbook of research on virtual workplaces and the new nature of business practices (pp. 24-38). Hershey, PA: Information Science Reference.

Paulus, T. M. (1999). The effect of peer and teacher feedback on student writing. Journal of Second Language Writing, 8, 265-289.

Roskam, T. (1999). Chinese EFL students’ attitudes to peer feedback and peer assessment in an extended pair work setting. RELC Journal, 33, 79-106.

Salili, F. (1996) Accepting personal responsibility for learning. In D. A. Watkins and J.B. Biggs (Ed.), The Chinese Learner: Cultural, Psychological and Contextual Influences. (pp.86-105). CERC and ACER, Hong Kong: The Central Printing Press.

Shawback, M. J., & Terhune, N. M. (2002). Online interactive courseware: using movies to promote cultural understanding in a CALL environment. ReCALL, 14 (1), 85-95.

Sotillo, S. (2005). Corrective Feedback via Instant Messenger Learning Activities in NS-NNS and NNS-NNS Dyads. CALICO Journal, 22 (3), 467-496.

Spencer-Oatey, H. (2000). Culturally Speaking: Managing Rapport through Talk across Cultures. London/New York: Continuum International Publishing Group.

Spencer-Oatey, H. (2008). Culturally Speaking: Culture, communication and politeness theory. 2nd edition. London/New York: Continuum International Publishing Group.  

Starke-Meyerring, D. (2005). Meeting the challenges of globalization: A framework for global literacies in professional communication programs. Journal of Business and Technical Communication, 19, 468-499.

Starke-Meyerring, D., & Wilson, M. (2008). Learning environments for a globally networked world. In D. Starke-Meyerring & M. Wilson (Eds.), Designing globally networked learning environments: Visionary partnerships, policies, and pedagogies (pp.1-17). Rotterdam, the Netherlands: Sense.

Stranovská, E., & Daša, M. (2015). Uncertainty and linguistic intervention programme. Procedia - Social and Behavioral Sciences, 171, 1410-1415.

Sung, Chit Cheung M., (2016). Does accent matter? Investigating the relationship between accent and identity in English as a lingua franca communication. System, 60, 55-65.

Susser, B. (1994). Process approaches in ESL/EFL writing instruction. Journal of Second Language Writing, 3, 31-47.

Thorne, S. L. (2003). Artifacts and cultures-of-use in intercultural communication. Language Learning and Technology, 7, 38-67.

Tracy, et al. (1987). “Good” and “Bad” Criticism: A Descriptive Analysis. Journal of communication, 37(2), 46- 60.

Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

Wajnryb, R. (1993). Strategies for the management and delivery of criticisms. EA Journal, 11 (2), 74-84.

Ware, P. D., & Warschauer, M. (2006). Electronic feedback and second language writing. In Ken Hyland & Fiona Hyland (Eds.), Feedback in second language writing (pp. 105-122). Cambridge: Cambridge University Press.

Weigle, S. C. (2012). Assessing Writing. In: Coombe, Christine A., Davidson, Peter, O'Sullivan, Barry, & Stoynoff, Stephen (Eds.), The Cambridge Guide to Second Language Assessment (pp. 218-224). Cambridge: Cambridge University Press.

Xue, H. (2011). Case Study on the Impact of American Peers’ Feedback on Chinese Students’ English Writing Ability in the Web Context, Computer-assisted Foreign Language Education, 1, 33-37.

Zhou, Y. (2013). A Contrastive Study on the Modes of Feedback in College English Writing. Foreign Language World, 3, 87-96.