Mitigation of Disagreement in Peer Review among L2 Learners and Native Speakers in a College Writing Class (Mitigación del Impacto de las Opiniones de Desacuerdo en el Proceso de Revisión por Pares entre Estudiantes de una Segunda Lengua y Hablantes Nativos en una Clase de Escritura a Nivel Universitario)

Authors

Katherine Christoffersen, The University of Texas Rio Grande ValleyFollow

Document Type

Article

Publication Date

12-14-2015

Abstract

Peer review is now a commonplace practice in process-oriented writing instruction. A crucial aspect of peer review is assessing another classmate’s work, which encompasses the act of disagreement. Given its prevalence in the classroom, it is necessary to analyze how L2 learners mitigate disagreement in the context of peer review with other L2 learners and native speakers. The present paper presents a qualitative analysis of action research from an introductory English writing class at the university level including native speakers of English and international students from different linguistic and cultural backgrounds. The conversation-based peer review sessions were analyzed for various mitigation strategies including token agreement, hedging, prefacing positive remarks and requests for clarification. The analysis shows that L2 learners and native speakers of English use similar mitigation strategies, and it demonstrates the co-construction of meaning in peer review interactions.

Comments

Original published version available at https://doi.org/10.26817/16925777.285

Recommended Citation

O’Donnell Christoffersen, K. (2015). Mitigation of Disagreement in Peer Review among L2 Learners and Native Speakers in a College Writing Class. GIST – Education and Learning Research Journal, (11), 45-62. https://doi.org/10.26817/16925777.285

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

First Page

45

Last Page

62

Publication Title

GIST – Education and Learning Research Journal

DOI

10.26817/16925777.285