Journal of the National Council of Less Commonly Taught Languages (Jan 2020)
A Qualitative Study of Chinese Heritage Language Learners' Perspective Towards Peer Response in Writing Processes
Abstract
Peer reviewing has been widely adopted and extensively discussed in both first (L1) and second (L2) language writing instruction. However, heritage language (HL) learners, who are different from L2 learners, have not received adequate attention in such discussions. The purpose of this study is to investigate Chinese heritage language (CHL) learners’ perceptions of peer response in their Chinese writing processes. By shedding light on this aspect, this study attempts to provide valuable insight into ways to improve the effectiveness of peer response, consequently promoting the development of CHL student writing in the HL.
