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

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 adm...

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Detalles Bibliográficos
Autores: Castaño Arques, Ana, López Ferrero, Carmen
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10230/57467
Acceso en línea:http://hdl.handle.net/10230/57467
https://dx.doi.org/10.1016/j.asw.2023.100756
Access Level:acceso abierto
Palabra clave:Peer-feedback
Occluded genres
Language learning
Writing
Spanish
Feedback literacy
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spelling Peer-feedback of an occluded genre in the Spanish language classroom: a case studyCastaño Arques, AnaLópez Ferrero, CarmenPeer-feedbackOccluded genresLanguage learningWritingSpanishFeedback literacyLearning 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.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).202320232023info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/57467https://dx.doi.org/10.1016/j.asw.2023.100756reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésAssessing Writing. 2023 Jul;57:100756.info:eu-repo/grantAgreement/ES/2PE/PID2020-113796R© 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/).https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:10230/574672026-05-29T05:05:01Z
dc.title.none.fl_str_mv Peer-feedback of an occluded genre in the Spanish language classroom: a case study
title Peer-feedback of an occluded genre in the Spanish language classroom: a case study
spellingShingle Peer-feedback of an occluded genre in the Spanish language classroom: a case study
Castaño Arques, Ana
Peer-feedback
Occluded genres
Language learning
Writing
Spanish
Feedback literacy
title_short Peer-feedback of an occluded genre in the Spanish language classroom: a case study
title_full Peer-feedback of an occluded genre in the Spanish language classroom: a case study
title_fullStr Peer-feedback of an occluded genre in the Spanish language classroom: a case study
title_full_unstemmed Peer-feedback of an occluded genre in the Spanish language classroom: a case study
title_sort Peer-feedback of an occluded genre in the Spanish language classroom: a case study
dc.creator.none.fl_str_mv Castaño Arques, Ana
López Ferrero, Carmen
author Castaño Arques, Ana
author_facet Castaño Arques, Ana
López Ferrero, Carmen
author_role author
author2 López Ferrero, Carmen
author2_role author
dc.subject.none.fl_str_mv Peer-feedback
Occluded genres
Language learning
Writing
Spanish
Feedback literacy
topic Peer-feedback
Occluded genres
Language learning
Writing
Spanish
Feedback literacy
description 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.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023
2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/57467
https://dx.doi.org/10.1016/j.asw.2023.100756
url http://hdl.handle.net/10230/57467
https://dx.doi.org/10.1016/j.asw.2023.100756
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Assessing Writing. 2023 Jul;57:100756.
info:eu-repo/grantAgreement/ES/2PE/PID2020-113796R
dc.rights.none.fl_str_mv https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
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