Online Peer Review Using
Turnitin in First-Year Writing Classes
This article reports an empirical
study that examines students’ peer feedback using Turnitin and their
perceptions in two First-Year Writing classes, one for mainstream students and
the other for ESL students. Analyses of archived Turnitin peer review records
revealed that students provided a majority of revision-oriented feedback, in
both global areas (e.g., content, organization, and citation) and local areas
(e.g., vocabulary, grammar, mechanics, and format), although variations were
identified across both classes and both tasks. Questionnaire survey and
interviews indicated that students unanimously reported positive perceptions of
Turnitin-based peer feedback. They appreciated distinctive features of Turnitin
that facilitated their peer review activities; they also shared the perceived
constraints and constructive suggestions. This study further informs
affordances of new technologies for online peer review.
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