Abstract
The purpose of this article is to share lessons learned in setting up three different peer online writing centers in three different contexts (EFL, Generation 1.5, and ESL). In each center the focus was on the language learner as a peer online writing advisor and their needs in maintaining centers “for and by” learners. Technology affordances and constraints for local contexts, which promote learner autonomy, are analyzed. The open-source platforms (Moodle, Drupal, and Google Apps) are compared in terms of usability for peer writing center work, particularly centers where groups co-construct feedback for writers, asynchronously. This paper is useful for readers who would like a head start or deeper understanding of potential logistics and decision-making involved in establishing a peer online writing center within coursework and/or a self-access learning center.
Highlights
Appreciation of audience (Tuzi, 2004)
Some reasons for a lack of inclusion of EAL peers tutors in writing centers include: lack of exposure or acceptance of writing center pedagogy; language teachers already successfully grappling with peer review in their action-based research classrooms (Min, 2005; Hu, 2005); insufficient student readiness for learner autonomy (Cotterall, 1995), and lack of financial, institutional, and/or philosophical structure for supporting peer tutors (Mynard & Almarzouqi, 2006)
Given that sustainability of any online writing center depends on its ability to fund or sustain itself, open-source and free technologies were used in all the settings of the centers discussed
Summary
You want to start a peer online writing center? Studies in Self-Access Learning Journal, 4(1), 17-42.!. This article may be used for research, teaching and private study purposes. Please contact the author for permission to re-print elsewhere
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