A Computer Supported Peer Response Approach for Elementary Student Writing

Abstract

Peer Response is an approach to help each other in revision. However , such a collaboration approach usually has to face a challenge of higher time cost f or information sharing, in particular, in a paper -and-pencil based environment. Therefore, the aim of this study is to investigate how to implement a computer supported peer response approach at elementary writing classes and evaluate the effects of this approach on writing improvement. Latent semantic analysis was used to analyze the richness of vocabulary in writing and a questionnaire was used to investigate pupil ’s perception toward s such a peer response approach . We found that this approach not only enhance s the communication between student reader s and writer s, but also expands their length of writing and improve s the richness of vocabulary in revision . Meanwhile, it is found that both peer writers and peer readers can benefit from this computer suppor ted approach , such as promoting self-reflection or increasing motivation for revision. To th e end, all elementary participants show ed a stronger agreement on the perception of peer response on writing .