文章基本信息

标题：Two Decades of Research in L2 Peer Review
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作者：Isabel Cuevas ; Isabel Martínez ; Mar Mateos 等
期刊名称：Journal of Writing Research
印刷版ISSN：2030-1006
出版年度：2016
卷号：8
期号：2
页码：205-226
DOI：10.17239/jowr-2016.08.02.02
出版社：Universiteit Antwerpen
摘要：In this study, university students are faced with the task of collaboratively writing an argumentative synthesis from multiple sources. Specifically, in writing, they must integrate conflicting information on a particular issue obtained from reading two texts that present different perspectives. As research in this field has shown, university students’ transactional beliefs about writing have a bearing on the quality of the texts that they write. In addition, studies on collaborative learning have demonstrated the role of constructive strategies in addressing controversy. Constructive strategies require an epistemic approach, which implies understanding and integrating opposing positions and rationales. Therefore, the specific aims of the study are to analyze the relationships between the following: (a) writing beliefs and the joint written synthesis, b) writing beliefs and the strategies used to address the controversies that emerge during collaborative writing, and (c) how students resolve controversies and the quality of their joint syntheses. The participants were 52 fourth-year psychology students at a state-run university in Madrid. The results show that transactional writing beliefs are associated with both the controversy strategies employed by members of student dyads and the quality of the joint syntheses. Furthermore, the strategies for addressing controversy are associated with the quality of the joint syntheses.