The potential of flipped learning to prepare ESL students for peer review

Main Article Content

Catherine E. Showalter Ilka Kostka

Abstract

Peer review is frequently used in both first language (L1) and second language (L2) writing courses to develop reading and writing skills and foster interaction and collaboration among students.  In order to maximize the benefits of peer review in the L2 classroom, however, students should be trained to give feedback to their peers (Lam, 2010; Rahimi, 2013; Rollinson, 2005).  In this article, we describe how we used a flipped learning approach to prepare undergraduate international students to conduct peer review in a university-level (English as a Second Language) ESL reading and writing course.  We begin by reviewing the literature on peer review with L2 writers.  We then describe how we used flipped learning to structure training both in and out of class across four course sections in the fall 2018 semester.  We conclude by offering reflections on this practice and recommendations for preparing students to conduct peer review effectively.

Article Details

How to Cite
Showalter, C., & Kostka, I. (2021). The potential of flipped learning to prepare ESL students for peer review. Journal of Response to Writing, 6(2), 147-165. Retrieved from https://journalrw.org/index.php/jrw/article/view/184
Section
Teaching Articles