Asynchronous Peer Review and Revision

This study examined whether asynchronous peer review
(APR) affected revision. A Web-based program,
Calibrated Peer Review, was used to support the peer
review process. American university students from
two classes participated in this study. The
treatment, i.e., APR, was administered to the two
classes in a counter-balanced manner. The entire APR
process was found to serve as a catalyst for
triggering a great number of surface-based and text-
based revisions. Accordingly, revision frequency
seemed to enhance the holistic quality as well as
the four primary traits of argumentative writing.

Autorentext
Ya-Chin Tsai is an Assistant Professor at the National Chiayi University, Taiwan. She received her Ph.D. in 2006 from the University of Maryland, USA. Her research interests include Educational Technology, Writing, and Reading. She can be reached by email: tsai@mail.ncyu.edu.tw.

Klappentext
This study examined whether asynchronous peer review (APR) affected revision. A Web-based program, Calibrated Peer Review, was used to support the peer review process. American university students from two classes participated in this study. The treatment, i.e., APR, was administered to the two classes in a counter-balanced manner. The entire APR process was found to serve as a catalyst for triggering a great number of surface-based and text- based revisions. Accordingly, revision frequency seemed to enhance the holistic quality as well as the four primary traits of argumentative writing.