Education Commons^™

Spanish Writing Learners’ Stances As Peer Reviewers, Emilia Illana-Mahiques, Carol Severino

Journal of Response to Writing

This study explores the attitudes and perceptions about online peer review of 18 Spanish learners enrolled in a third-year college Spanish writing course. Students participated in peer review training, wrote a personal narrative, and completed two online peer review sessions before submitting their final narrative. Using data from questionnaires, interviews, a peer review simulation task, and the first author’s journal, this qualitative study investigates students’ approaches to peer review and the different practices they employ when commenting on their peers’ drafts. Results show that even though students receive the same training, they interpret and enact that training differently. Students position …