Peer Review in an Online College Writing Course

Authors:
Caroline Coit
Affiliations:
University of Münster
Venue:
ICALT '04 Proceedings of the IEEE International Conference on Advanced Learning Technologies
Year:
2004

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Abstract

Although research has generated impressive empirical data on the effects and advantages of using peer review during the writing process prior to teacher corrections, little is known about its effects when used as the sole method for corrections. In this university EFL online writing course, students were empowered to take on the role of the teacher to carry out the correction process. In order to gain a better insight into what goes on when the student reviewers are empowered to be the teacher, this study analyzed the types of corrections made by the peer reviewers and compared the first and last texts the students wrote to determine whether there was an improvement in the quality of writing over the course of the semester despite the lack of any teacher corrections. The results of the study support using such a student-centered environment to offer L2 students extended academic-style writing practice.