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- Title
Peer Review in EFL Writing: Teacher Attitudes.
- Authors
White, Jeremy; Morgan, Brett; Fuisting, Bjorn
- Abstract
Peer review in writing entails the act of students providing feedback on their peers' writing, and is widely used in second language learning (L2) classrooms that employ a process-oriented approach to writing. In this approach, writing is viewed as a recursive process involving planning, writing, and reviewing, and thus usually involves production of multiple drafts (Hayes & Flower, 1980). The process approach puts less emphasis on summative feedback, which focuses on writing as a product, instead employing formative feedback in the reviewing stage with the intent of developing students' writing abilities. This has led L2 researchers to inquire how different sources of feedback can be effectively provided. Some English as a Foreign Language (EFL) research (Nelson & Carson, 1998; Zhang, 1995) has found that students strongly preferred teacher to peer feedback. However, EFL studies in east Asian contexts (Jacobs, Curtis, Braine, & Huang, 1998; Tsui & Ng, 2000) have demonstrated that most students wanted peer feedback when teacher feedback was additionally assured, highlighting the view that incorporating teachers and peers as complementary sources of feedback in addition to self-review might be the best approach for process writing classrooms. Most research has focused on this field from a student perspective. With peer review (also referred to as peer editing in this article) becoming a staple of many EFL writing programs, the researchers feel there is a need for examination of the attitudes of teachers in relation to conducting peer review. Do EFL teachers think peer review is a practical, worthwhile classroom activity? Do they view it as an effective learning tool? What insights can teachers provide from their experiences with peer review? This mixed method study investigates the attitudes towards peer review of 41 EFL instructors in the Japanese university context.
- Subjects
PEER review of teachers; ENGLISH as a foreign language; PSYCHOLOGICAL feedback; SECOND language acquisition; WRITING; TEACHER attitudes
- Publication
Perspectives (TESOL Arabia), 2014, Vol 22, Issue 2, p20
- ISSN
1813-1913
- Publication type
Article