Peer-feedback of an occluded genre in the Spanish language classroom: a case study

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• dc.contributor.author Castaño Arques, Ana
• dc.contributor.author López Ferrero, Carmen
• dc.date.accessioned 2023-07-05T07:03:48Z
• dc.date.available 2023-07-05T07:03:48Z
• dc.date.issued 2023
• dc.description.abstract Learning how to write occluded genres is an elusive task (Swales, 1996) – even more so in the case of students writing in a second or additional language. To achieve discourse competence in the use of one of these genres, in this case the ‘statement of purpose’ typical of post-graduate programme admission forms, it is first necessary to fully understand its features at both the macrotextual and microlinguistic levels (Gillaerts, 2003; Bhatia, 2004). This qualitative study focuses on the writing of learners of Spanish as an additional language to analyse whether feedback provided by peers impacts the quality of the statements of purpose they write. Through a dual discourse analysis of their written work and in-class interactions during peer- feedback sessions, our study finds that, when properly trained and using tailored assessment tools, students can use peer-assessment profitably to improve the quality of their statements of purpose, as well as to acquire appropriate metalanguage to guide others. Our results thus reconfirm the beneficial effects of helping students to achieve feedback literacy.
• dc.description.sponsorship This paper was supported by the research project Inter_ECODAL: Interculturality and intercomprehension assessing plurilingual discourse competence: digital student feedback literacy (reference PID2020-113796RB-I00/MICINN/AEI/10.13039/501100011033), cofunded by “Research Challenges” R+D+i Projects, Ministry of Science and Innovation (MICINN), Spain, and Spanish State Research Agency (AEI).
• dc.format.mimetype application/pdf
• dc.identifier.citation Castaño Arques A, López Ferrero C. Peer-feedback of an occluded genre in the Spanish language classroom: a case study. Assess Writ. 2023 Jul;57:100756. DOI: 10.1016/j.asw.2023.100756
• dc.identifier.doi https://dx.doi.org/10.1016/j.asw.2023.100756
• dc.identifier.issn 1075-2935
• dc.identifier.uri http://hdl.handle.net/10230/57467
• dc.language.iso eng
• dc.relation.ispartof Assessing Writing. 2023 Jul;57:100756.
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PID2020-113796R
• dc.rights © 2023 The Authors. Published by Elsevier Inc. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.rights.uri https://creativecommons.org/licenses/by/4.0/
• dc.subject.keyword Peer-feedback
• dc.subject.keyword Occluded genres
• dc.subject.keyword Language learning
• dc.subject.keyword Writing
• dc.subject.keyword Spanish
• dc.subject.keyword Feedback literacy
• dc.title Peer-feedback of an occluded genre in the Spanish language classroom: a case study
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/publishedVersion