Potential and implications of a peer review group for academic genres
DOI:
https://doi.org/10.26512/rhla.v23i2.53424Keywords:
Peer feedback, Academic literacies, Assessment for learning, FeedbackAbstract
This research’s goal was to investigate a Peer Review Group in Academic Genres (PRG) promoted by the authors; more specifically, the reported potential of actions taken to promote academic literacies and the reported implications of this promotion. The PRG took place online in the 2nd semester of 2022 as part of the actions of the Integrated Lab of Academic-Scientific Literacies of the State University of Londrina. By participant choice, we focused on the “academic paper” genre. Participants shared unfinished texts for peer review, providing written and oral feedback, which in turn was mediated by assessment sheets and checklists. The data included participants' responses to questionnaires carried out during the group (needs analysis, assessment, and self-assessment forms) and the transcribed recording of the last meeting. As for analytical procedures, we used provisional coding, which allows us to analyze the data based on theory-driven categories, namely those from academic literacies, peer review and assessment for learning. Our analyzes allowed us to understand that the participants developed, to some degree, their academic literacy and skills in providing and receiving feedback, contributing to achieving their objectives when participating in the group, as well as the general objective of the GRP itself.
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