IWL Roundtable Sessions (Hybrid)

The event will be held at the Language Commons, New Cabell Hall 299. Those who cannot attend the event in person can use the following zoom link to join the session.  

Time: 3-4:30pm, Friday, October 15 

Location: New Cabell Hall 299 & Zoom

Zoom link: https://virginia.zoom.us/j/92113158324?pwd=VU1rVndTbWNMell6d3pTaWlvZU94UT09(link is external)    Passcode: roundtable

Meeting ID: 92113158324       

Presenter: Miao-Fen Tseng & Ziyi Geng

Title: Enhancing L2 Writing Performance through Computer-assisted and F2F Interactive Peer Review

Enhancing L2 Writing Performance through Computer-assisted and F2F Interactive Peer Review

Miao-fen Tseng
Daniels Family NEH Distinguished Teaching Professor  
Inaugural Director, Institute of World Languages
University of Virginia

Ziyi Geng
Lecturer of Chinese
Department of East Asian Languages, Literatures, and Cultures
University of Virginia

Peer review in L2 writing has long been proven to be beneficial in motivating learners to provide corrective feedback with low pressure and high efficacy in quality enhancement (Hu, 2005; Hyland & Hyland, 2006). It also guides learners to scaffold and assist each other in problem-solving within the Zone of Proximal Development (ZPD) that ultimately improves learners’ writing performance with increasing and agency (De Guerrero & Villamil, 2000; Hyland & Hyland, 2006; Hanjani & Li, 2014). However, the effects of peer review on L2 writing are much less, if not at all, explored in Chinese as a Foreign Language teaching. This presentation summarizes, illustrates, and discusses an experimental study that examines the effectiveness of peer-review through task repetition in a pre-advanced Chinese language course. Results show that the repeated writing tasks, featuring a combination of computer-assisted and F2F interaction, improved learners’ writing performance in complexity, accuracy, and fluency. The participating Chinese learners also expressed positive feedback on the peer review process. This presentation concludes with pedagogical implications, potential challenges, and recommendations for peer review.