An Analysis On Peer Review In An Online Writing Interaction Between Sino-US Tertiary Level Students

Peer feedback,one of the central components at the reviewing and revising stages,plays an indispensable role in second language writing.There is no consensus on definitions of peer feedback,and its classifications and identifications are overlapped in studies abroad.The phenomenon is not conducive to the theoretical research of feedback and affects the comparison and induction of relevant research results.Moreover,little research has centered on theoretical study of peer feedback in China.With the development of modern educational technology,mixed peer feedback groups consisting of both native speakers(NS)and English as a Second Language(ESL)students are often seen in mainstream composition classes,but few studies have explored the similarities and differences in peer review and peer interaction between NS and ESL speakers.This dissertation is a combination of theoretical and empirical research.Firstly,based on the previous theories of peer review,a theoretical framework of peer review is constructed.This study redefines peer feedback and divides it into 2 categories(evaluative feedback and affective feedback)and 21 subcategories.For the first time,the concept of feedback of feedback is proposed,which is divided into three categories(acceptable feedback,vague feedback and non-acceptable feedback)and 10 subcategories.Then the theoretical framework is applied to data analysis.Based on the above identification scheme,the characteristics and patterns of peer feedback from Sino-US college students are analyzed and compared statistically.Through analyzing writing changes mixed groups perform while constructing joint texts,feedback types they accept while revising writing and scaffolding strategies they apply throughout collaborative writing processes,similarities and differences in Sino-US peer interaction behavior are compared and contrasted,which generates different interaction patterns.Data were collected from an online platform Cross-Pacific Exchange in English Writing,including English compositions(drafts and the revised)in the same genre,peer feedback to the compositions,online discussion,review reports and a follow-up interview.This study analyzes peer review and peer interaction in order to solve the following three problems:(?)What are the similarities and differences in the types of peer review provided by Sino-US college students in mixed groups?(?)What interaction behaviors have performed by Sino-US college students in mixed groups?(?)What interaction patterns have formed during writing in mixed groups?A combination of quantitative analysis and qualitative analysis are employed in this study to answer the questions,using Chi-square Test to statistically analyze the frequency of peer feedback types,then to explore the similarities and differences in peer review types from Sino-US college students,and using Case Analysis to do a comparative study on interaction behaviors of Sino-US college students and the interaction patterns formed.The findings are as follows:?.The similarities and differences in the types of peer review provided by Sino-US college students.(?)The similarities:firstly,Sino-US college students are consistent in the types of peer review.Most peer feedback types are evaluation feedback,and the feedback of feedback types are mainly vague feedback This shows that Sino-US college students have the same understanding of the importance of peer review types.Secondly,Sino-US college students have similar feedback patterns of peer feedback and“feedback of feedback,.Peer feedback generally follows the pattem of "evaluation feedback(verification feedback?critical feedback)?affective feedback".Feedback of feedback generally follows the pattern of "acceptable feedback?vague feedback".Thirdly,among the subcategories of peer feedback,the number of critical feedback is the largest,among which informative feedback is the most common form;affirmative feedback,especially local affirmative feedback,accounts for a large proportion.There are three reasons to explain the above findings:firstly,learners have certain writing skills and feedback experience;secondly,learmers have guidelines to provide feedback;and thirdly,it is determined by the original intention of the project,to promote language learning and cultural exchange.Fourthly,vague feedback is the largest feedback of feedback and among it clarification is the main type,and partial acceptable feedback is the largest sub-category.A large number of critical feedback in peer feedback lead to the largest number of clarification.Local acceptable feedback shows that both sides adjust their language resources and partly accept peer views in the process of peer interaction.(?)The differences:Chinese college students have high critical thinking ability and tend to express their own views,which may be related to the traditional purpose of Chinese writing——"writing to convey Tao",and be influenced by the educational concept of "readers are educated".The high-frequency feedback types in American peer feedback indicate that American college students are concerned about meaning negotiation and have a strong sense of reader awareness and equal dialogue,which reflects the criticism code of conduct of American students' writing and stems from the educational concept of "writing serves communication".In the process of peer review,the relationship between Chinese and American College students is dynamic,and switches between the authoritative and cooperative positions.?.The similarities and differences of interaction behaviors between Sino-US college students.(?)The similarities:firstly,Sino-US college students have performed writing changes:correcting,rephrasing,deleting,adding and reordering.The number of revisions in revised draft are influenced by the contents and forms of feedback.Peer review related to grammar,structure,vocabulary and usage norms will result in more revisions.Secondly,the acceptance and adoption of peer review are based on writers'understanding and feedback's easy practice.Peer review related to textual structure are easily adopted,but are not the content.The same feedback from multiple peers can be easily adopted.Thirdly,there is less interaction between learners and their classmates.The scaffolding strategies of instructing and recruiting interest are not responded,which shows a lack of intersubjectivity.(?)The differences:firstly,relatively speaking,Chinese writers make more writing changes per person than the American writers.The majority of the Chinese writing changes are made by writers themselves,while that of America are mostly edited by others.In other words,American students are more inclined to make corresponding revision because the feedback points out the specific problems.Second,the frequencies of Sino-US feedback adopted by both sides are different:Chinese learners adopt feedback mainly on linguistic forms and discourse structure,while American learners are inclined to accept feedback on textual level.It not only reflects the different acceptance of peer feedback between the two sides,but also shows the different emphasis in feedback given by the respondents.Thirdly,in the Chinese writing group,the scaffolding strategies are obvious,while in the American writing group,the negotiation and interaction sometimes fail to reach agreement,which shows a lack of inter-subjectivity.?.The similarities and differences of interaction patterns between Sino-US college students.(?)The similarities:firstly,Sino-US peer interaction is dominated by collaborative interaction.It shows that although there will be cognitive conflict between the two sides,they will build up understanding and reach a new consensus during interaction.Secondly,the process of feedback behavior,interaction behavior and interaction patterns are multidirectional.The interaction patterns of the same group are dynamic.(?)The differences:first,in the Chinese writing group,normative interaction and collaborati-ve interaction are two main patterns.When American students pointed out the language problems in writing texts,most Chinese writers agreed with them because of their authoritative judgments of their native language,which led to many normative interaction.Second,in the American writing group,the most regular pattern is collaborative interaction,which is not in line with our original expectations.Chinese students negotiated textual structures with native language writers,especially when they had more disciplinary knowledge,which caused the majority of collaborative interaction.In addition,when negotiating writing content,there is a small amount of collective interaction in the mixed groups because of the interaction between Chinese students and others.The research has some theoretical significance and practical value.The theoretical significance lies in redefining and classifying peer review,constructing the theoretical framework of peer review and putting forward the method of identifying peer review.It proposes the concept of feedback of feedback for the first time,and provides methodology for peer review research.The practical significance is to focus on how the language systems of Sino-US students perform dynamic and multi-directional interactions,revealing the similarities and differences in Sino-S peer review and interaction,and their culture differences,which are eonducive to promoting the cultural exchange between China and the United States.