Gender-based Responses to Peer Reviews in Academic Writing

• Published in: Theory and practice in language studies Vol. 9; no. 1; p. 89
• Main Author: Listyani, Listyani
• Format: Journal Article
• Language: English
• Published: London Academy Publication Co., Ltd 01.01.2019
• Subjects: Academic Language; Academic writing; Access to Information; Attitudes; Case Studies; Classroom communication; Classroom Environment; Classrooms; Communication; Communication (Thought Transfer); Digital literacy; Educational Facilities Improvement; Educational technology; Feedback; Females; Gender Bias; Gender differences; Gender Issues; Higher education; Instructional design; Instructional Materials; Intention; Interpersonal communication; Learning; Learning Processes; Learning Strategies; Literacy Education; Males; Material Development; Miscommunication; Music education; Peer assessment; Peers; Posttraumatic Stress Disorder; Psychological Studies; Reading Instruction; Self Efficacy; Self esteem; Sex Role; Social media; Social networks; Student attitudes; Student writing; Teaching; Writing instruction; Indonesia
• ISSN: 1799-2591; 2053-0692
• DOI: 10.17507/tpls.0901.14

We are living in a digital era in which everybody who is not participating will be left behind. Yes, that is true. We are all chased by the rapid changes of this era, and we are running faster and faster to catch up with the latest technology. It seems as if we are all haunted to go deeper and deeper into the “tunnel of the digital era”. The same thing happens in the world of education. However, if we notice more closely, there are still some aspects that can be done directly without necessitating the use of technology. One example is student-student direct interactions. Technology can be used to facilitate peer assessments, not replace student-student interactions. One central research question to be answered in this paper is: What are male and female Indonesian students’ points of views towards peer reviews? Despite all the sophisticated technology we are all exposed to in this era, peer feedback should still be done directly with real, face-to-face communication in a classroom setting. Indirect online communication or chatting through social media may cause a misunderstanding and misinterpretation of one’s ideas. Data for this study was taken from 39 students’ opinions in their journals. They were Academic Writing class students of the English Department of UKSW Indonesia, in Semester II, 2015-2016. Most students stated that direct and interactive face-to-face communication is still needed. It proves that digitation cannot replace everything. Real communication with real peers in the real - not cyber - world can enhance successful learning. The findings also reveal that differences were found between male and female students’ reactions or perceptions towards peer reviews.