Document Type
Article
Publication Date
Fall 9-2007
Journal / Book Title
Journal of Instructional Psychology
Abstract
Every day students are able to discuss complex ideas relatively easily in spontaneous conversation, yet when they attempt to express complex ideas in a written paper, students often experience great difficulty. The features of face-to-face conversation and of written communication differ in a number of respects. This study examines student's perceptions of peer evaluation through interactive conversation as compared to non-interactive written peer feedback. This study provides evidence that students perceive value in actively talking with others about their paper. In particular, students often prefer to talk to someone who has investment in their success and who can give them constructive, honest advice. This study provides some initial evidence that students prefer face-to-face conversing with a classmate as compared to non-interactive written peer feedback. We discuss reasons why conversing about a paper in face-to-face conversation has advantages that may benefit students in academic writing.
MSU Digital Commons Citation
Krych Appelbaum, Meredyth and Musial, Joanna, "Students' Perception of Value of Interactive Oral Communication as Part of Writing Course Papers" (2007). Department of Psychology Faculty Scholarship and Creative Works. 41.
https://digitalcommons.montclair.edu/psychology-facpubs/41
Published Citation
Krych-Appelbaum, M., & Musial, J. (2007). Students' perception of value of interactive oral communication as part of writing course papers. Journal of instructional psychology, 34(3), 131-137.
Included in
Communication Commons, Educational Psychology Commons, Educational Technology Commons, Other Psychology Commons