UAE High School Students’ Attitude towards Peer Response using Blogs (Ms. Arini Muntaha - MOE - Sharjah)
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UAE High School Students’ Attitude towards Peer Response using Blogs (Ms. Arini Muntaha - MOE - Sharjah)

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Presentation summary:
An exploration into how UAE high school students feel about responding and receiving responses from their peers about their writing. The experiment I am going to present aims at showing the audience how motivating using blogs in writing classes can be. Questions are most welcome. Both secondary and tertiary teachers will find the presentation useful. This experiment has been so overwhelmingly successful that participants will try it with their own classes to implement effective peer-feedback routines in their classes.

Presenter bio
Arini Muntaha has been teaching English for more than 10 years. She earned her MA TESOL Degree at the American University of Sharjah. She is interested in exploring new ideas and techniques for teaching English. She considers using computers in classrooms a major challenge which is worth exploring.

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    UAE High School Students’ Attitude towards Peer Response using Blogs (Ms. Arini Muntaha - MOE - Sharjah) UAE High School Students’ Attitude towards Peer Response using Blogs (Ms. Arini Muntaha - MOE - Sharjah) Presentation Transcript

    • Date: 27th April, 2013Location: Canadian University of DubaiMuntaha Arinimuntaha5@hotmail.com
    • Outline Research Questions Literature Review Methodology Data Analysis Conclusion and Implications
    • Research Questions What are UAE high school students’ attitudes towardthe idea of written peer response before theyexperience it and after they have experienced it? Are there any differences between the students’attitudes towards the idea of written peer responseafter they have experienced it? If so, how are theirattitudes different?
    • Literature ReviewDefinition of Peer ResponseThere is a minimum of five different, but commonterms that refer to “peer review”: peer critique, peerevaluation, peer editing, peer response, and peerreview.(Armstrong and Paulson, 2008)
    • Importance of Peer Response“When students understand that writing is adevelopmental process, they become more confidentin their writing.”(Sanders, 2000)
    • Liu and Hansen (2000)Advantagesof PeerResponseenhance their linguisticknowledgedevelop students’communication andsocial skillsstrengthen theirknowledge of writingstudents becomeresponsible for theirown learning
    • (Mi-mi, 2009)Disadvantages ofPeer ResponseStudents not havingenough knowledge to“detect and correct errors”Students “tend[ing] towithhold criticalcomments so as tomaintain group harmony”
    • MethodologyParticipantsGrade 10 public school students 24 students 23 students
    • Pilot Questionnaire 25 Grade 10 students Explanation of peer response 1. Have you ever used peer response in your writing class?Yes No Note to enable students to know not only why they shouldrespond to the questionnaire but also to encourage them torespond honestly Computer skills
    • Instruments Pre-study Questionnaire Post-study Questionnaire Interviews after the Study
    • Procedure Establishing the Blog Assigning Writing Assigning the groups Training
    • Data Analysis & Findings Qualitative Data Collected from Close-endedQuestions the Open-ended Question in the Pre-study& P0st-study Questionnaires, & the Interviews Quantitative Analysis of Data Comparing thePercentages of the Pre-study & the Post-studyQuestionnaires
    • Table 2: Students’ Attitude towards Computer-mediated Peer Response before the studyStatementsStrongly Agree&AgreeUndecidedStrongly Disagree &Disagree1. I think will feel comfortable while I amcorrecting mistakes in my peers’ writing.10(44%)6(26%)7(30%)2. I think I will comfortable when I receivedcomments from my peers about mywriting.8(35%)4(17%)11(48%)3. I think my peers can give me usefulcomments on my writing.11(48%)4(17%)8(35%)4. I think peer response will help meimprove my writing ability.14(61%)3(13%)6(26%)5. I think peer response will make writingmore interesting.11(48%)7(30%)5(22%)6. I think I will integrate some of my peers’comments in my writing.11(48%)6(26%)6(26%)
    • Table 4: Students’ Attitude towards Computer-mediated Peer Response after the StudyStatementsStrongly Agree&AgreeUndecidedStrongly Disagree &Disagree1. I was comfortable while I was correctingmistakes in my peers’ writing.21(91%)2(9%)0(0.0%)2. I was comfortable when I receivedcomments from my peers about my writing.20(87%)1(4%)2(9%)3. Peers gave me useful comments on mywriting.18(78%)4(17%)1(4%)4. Peer response helped me improve mywriting ability.22(96%)0(0.0%)1(4%)5. Peer response made writing moreinteresting.19(83%)3(13%)1(4%)6. I integrated some of my peers’ comments inmy writing.22(96%)1(4%)0(0.0%)7. I have good computer skills. 20(87%)3(13%)0(0.0%)
    • A Comparison between Students’ Attitude Towards Computer-mediated PeerResponsebefore and after the Study-60%-40%-20%0%20%40%60%Strongly Agree & AgreeUndecidedStrongly Disagree &Disagree
    • Interviews “I will not repeat my classmates’ mistakes in mywriting.” “If we had teacher feedback, it would be better.”
    • Open-ended Question “I liked writing. I feel eager to write. I lookforward to seeing comments from myclassmates.” “It strengthened student-studentrelationships, and built studentindependent character.”
    • Interviews Another student said, “It increased my learningability.” One student commented, “Google translator is a goodprogram, but in the end it depends on me. I have todecide what to follow and what not to follow.”
    • Pedagogical Implications It would be a good idea to apply peer response inwriting classes in the UAE. To encourage feeling ofaudience. peer response need to be followed by teacher response. If peer response sessions were formally assigned by theMinistry of Education, students’ worries aboutfinishing the text book would vanish.
    • Implications for further Research longitudinal studies to examine students’ attitudetowards the effectiveness of peer response inimproving writing in both modes studies that involve encouraging students to write foraudiences outside of their schools, students of otherschools observation of the improvement of students’ writingwhen students from other schools give peer responseon their writing
    • ConclusionsPeer response in ESL writing classes is worth a trysince students have a positive attitude towards it.
    • Response writer: ___________________Response receiver: ___________________ Does the story have a suitable title? Did the writer use the pronoun I when writing the story? Does the topic sentence capture the reader’s attention? Is the order of events clear? Did the writer include transitions like as a result, because, or in other words? Did the writer use details that appeal to the five senses? Does the story have dialogue? Does the story have a problem and a solution? Is the conclusion an end to the narrative?
    • Pre-study &Post-studyQuestionnaire1. correctingmistakes in peers’writing2. receive commentsfrom peers3. useful commentson writing4. improve writingability5. make writing moreinteresting6. integrate peers’comments intowriting7. Do you have any other comment s orquestions about using peer response?
    • InterviewQuestions1. Usefulnessof respondingto peers7. Preferred aparticularperson5. Correctedwritingcarefully3.Advantages6.Improvingpeerresponse4.Disadvantages8. Not tohave aparticularperson2.Usefulnessof receivingpeerresponse