A qualitative study of peer and teacher response in an ESL writing classroom in Puerto Rico

This qualitative study examines the different factors that shape peer response groups in the English as a second language writing classroom in Puerto Rico. It builds on previous studies by examining a naturally homogeneous population of writers who have similar linguistic, cultural, and educational backgrounds and use peer response as a pedagogical tool to improve their writing.; Using an ethnographic approach, I examined the contextual themes of teacher pedagogy, classroom culture, and language as part of the greater culture to interpret how students in a second language composition class respond to each other's writing in small groups of three to five students. The study compared the role of the teacher in instructing students how to respond, along with his written responses, to the ways students responded in peer response groups. I recorded students' views on peer and teacher response throughout the study using semi-structured and retrospective interviews. The study paid dose attention to the use of Spanish and English to carry out the task of response.; I found that teacher role, activities, and instructional sequences helped to shape how students respond in groups. The teacher's role has more influence in the ESL writing class than in native language writing classes. The teacher is the sole authority in writing and the only native English speaker. Students used similar critiquing processes and emphasized the same topics in their talk as those taught by the teacher.; From the interviews, four types of students were characterized by their receptiveness or resistance to peer and teacher feedback: (1){A0}resistant to teacher/resistant to peers, (2){A0}receptive to teacher/resistant to peers, (3) receptive to teacher/receptive to peers, (4){A0}resistant to teacher/receptive to peers. Individual student receptiveness or resistance had an impact on the way that students reacted to responses given to them by peers and the teacher. Factors such as time, specificity of comment, class power structure, and method of student evaluation also played an important role in shaping what students did with comments given to them.; Students used their native language to respond to each other in peer response groups and it facilitated the response process. Students showed resistance to the use of the target language in face-to-face peer response groups, but used the target language when they responded using computers.