Fostering a virtual community of practice through scaffolded peer review
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Introduction
This article illustrates how peer review-focused learning tasks and activities helped multilingual students in an online English for Academic Purposes (EAP) course develop a sense of community and take ownership of their learning while also enhancing their writing, critical thinking, and research skills. Informed by the pedagogical frameworks of community of practice/inquiry (Peacock & Cowan, 2019; Wenger et al., 2002), constructivism (Olsen, 1999; Tam, 2000), and content and language integrated learning (CLIL), the course engaged students in a research project that aimed at exploring their local or digital communities. While working on the project assignments, students collaborated by providing regular feedback for one another’s work. Continue Reading →