Sunday 2:15 - 3:05 PM
Peer Review in an EFL Writing Class
National Kaohsiung First University of Science and Technology, Taiwan
This study discusses the influence of diverse variables on the peer
review in an EFL writing class in Taiwan. Data from classroom observations
and a reflective journal were triangulated with those from questionnaires
to obtain a holistic perspective of the impact of each factor on this instructional
practice. The findings demonstrate that students' knowledge of the writing
topics and their concern about "face" affect their ability and willingness
to perform peer review. Their respect for authority renders them less ready
to accept comments from peers, Their preference for working with the same
reviewers clashes with the idea behind task-oriented writing groups.
The teacher's role as a passive observer or an active collaborator of peer
review also plays an important part. The author recommends that EFL writing
teachers adopt a topic-oriented group so that students can work with the
same reviewer on a topic through different sessions.