| dc.description.abstract | Peer response, also known as peer review, is useful to improve students’ works by providing comments for each other. In general, peer response can be delivered via a face-to-face mode or computer-mediated communication mode. However, each mode has different problems. To this end, this study proposed an integrative peer response approach to overcome the problem of each mode. On the other hand, a game-based integrative peer response approach was also proposed to enhance students’ motivation. Thereafter, an empirical study was conducted to examine whether students with these two peer response approaches and those with a non-peer response approach reacted differently and the effects of the levels of abilities that students possessed on students’ reactions were also investigated. Students’ reactions included writing performance, feedback performance and perceptions for the peer response approaches. Writing performance was assessed by a pre-test and post-test, where students needed to make a composition. Feedback performance was measured based on the types and amount of feedback delivered to peers. Perceptions for the peer response approaches were identified by students’ responses to a perception questionnaire. Regarding the results of writing performance, students with either the integrative peer response or game-based integrative peer response generally showed better writing performance than those without the peer response. Additionally, the game-based integrative peer response could benefit students’ writing quality while the integrative peer response could profit their written expression. On the other hand, it was found that the impacts
of the integrative peer response and game-based integrative peer response on high- and low-ability students’ writing quality were similar but the integrative peer response was more useful to enhance the high-ability students’ written expression. Regarding the results of feedback performance, the game-based integrative peer response was more helpful for the low-ability students to conduct feedback in praise feedback, critical feedback, and directive feedback on surface features while the integrative peer response was more useful for the high-ability students to carry out feedback in directive feedback on content features and comments for clarification and discussion. As for the results of students’ perceptions for the peer response approaches, both of the high- and low-ability students showed positive perceptions for the integrative peer response and game-based integrative peer response. According to these results, a design framework was proposed, which could be applied to provide guidance for the development of peer response that can accommodate the needs of students with different levels of abilities at different contexts. | en_US |