Peer Reviews and ESL Writing Groups

By Published On: April 7th, 2016

The reading writing link is unable to be overemphasized — and the simplest approach to bolster is not only requesting the pupils to examine and respond to their classmates’ work, but value their own operation as critical readers. What would you really do well and not too well? This is truly one of the questions contained in a peer review within the writing course taught by the writer of the post. I believe that it’s really important to request students to think about the skills not only as writers but as reviewers, as it helps the students believe that their comments are precious and helps them become better writers and better readers.

Electronic interaction as a brand new facet of peer group work

Where citizens used to assemble in specially allocated places for such public debates, the thought of exchanges views and sharing messages via a public forum has existed since the days of early Greece. In modern society, meetings at such public places are becoming less of a feasible choice, and, as a partial replacement, computer mediated discussion groups have emerged, and not just for ESL classes. Regardless of the distinct goals and intentions behind these groups, there’s one important commonality — egalitarian sharing of thoughts and views, hearing other people’s voices and placing yourself among the multitude of personalities and views within the continuing conversation.

Within the classroom context for any school like an ESL Boca Raton location, for example, computer networks provide a brand new dimension to peer class interaction and group work, they create new difficulties and open new possibilities. It is significant for classroom teachers to determine how it can be incorporated in a writing classroom. Are computers simply a tool to bolster traditional ideas of instruction (teachers talk, pupils listen) or can they be-used to improve and environment classroom change and interaction? One viewpoint is that computers boost social construction of understanding, as plenty of peer teaching goes on, pupils spend a great deal of time writing, class becomes more pupil-centered than teacher centered, chances for cooperation increase, etc.

Hence, the pupils “became a community of inquiry that they recognized as having a considerable, though peripheral, connection to a larger community of learners’. I consider that this result points to 1 of the very significant aspects of classroom computer mediated communication jobs, as such interaction enables the pupils to acquire a good sense of self-respect and become less influenced by the teacher as readers and authors. My own pupils remarked that posting journals to his electronic little group (as opposed handing it to the instructor) increased his inspiration to compose and increased his interest in reading other people’s ideas about an identical problem.

Computer mediated communication is a strong instrument, and, as teachers, we have to remember that electronic seminars change the power balance within the classroom and can provide more opportunities for power play within the classroom which could contradict our ideas of great teaching. Nonetheless, what is the type of pupils’ involvement in a listserv monitored/read by the instructor? We must be aware that teachers who are part of any electronic seminar have power that exceeds our expectations or those of students, and students often self discipline themselves in accordance with what they consider the teacher’s expectations are. How can we create a comfy electronic environment for interaction?

We have to consider our job as teachers in all manner of schools, not just in those that offer English classes in Las Vegas, and as researchers in these computer spaces, the launch of technology into the classroomstretches way beyond the electronic domain. This connection enables us to be more effective and better observers.

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