L2 Writers’ Experience with Peer Review in Mainstream First-year Writing Socioacademic Dimensions

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Megan M. Siczek

Abstract




This article describes a qualitative inquiry into the peer review experience of second language (L2) international students enrolled in a mainstream first-year writing (FYW) course at a private university in the eastern United States. Data collection involved semistructured interviews with 10 L2 students at three points during the semester they were enrolled in the FYW course. Three themes were identified through inductive data analysis: (1) perception of self; (2) perception of peers; (3) perception of process. A discussion of the findings highlights the complex ways these themes overlap to deepen our understanding of peer review as a meaningful socioacademic activity in multilingual classroom settings.




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How to Cite
Siczek, M. (2021). L2 Writers’ Experience with Peer Review in Mainstream First-year Writing. Journal of Response to Writing, 6(2), 102-128. Retrieved from https://journalrw.org/index.php/jrw/article/view/167
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Author Biography

Megan M. Siczek, The George Washington University

Assistant Professor, English for Academic Purposes