Abstract
The use of peer review in EFL writing helps develop analytical skills and a greater sense of agency in foreign language students. Many EFL students lack peer review skills and so teachers need to encourage these skills in their students through the use of rubrics, or component-based analysis, and checklists of common student errors. Peer review skills allow students to become better writers through increased exposure to the writing of others as well as pushing students to take on a more teacher-like role in assessing writing. In addition, increasing peer review in the writing classroom demonstrates a more social nature of writing, rather than simply performing for a teacher. The peer review process develops a more student-centered classroom as students create greater student-to-student interaction through, in this case, a three-draft cycle. This research project tracked a first-year writing course at a university in Japan as the teacher and students went through two rounds of peer review over the course of three writing assignments. This project seeks to demonstrate the development of peer review skills through the use of a variety of materials and document the students' perceptions of both teacher and peer feedback.
Author Information
Steven Charles, Nagoya University of Foreign Studies, Japan
Paper Information
Conference: CHER-HongKong2018
Stream: Globalisation/internalisation of education and impact on student learning
This paper is part of the CHER-HongKong2018 Conference Proceedings (View)
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