Peer review strategies and their Impact on 7th and 8th grade EFL students’ writing performance
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Archivos
Fecha
2024
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
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Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Nowadays, teachers are no longer just messengers of information for students; indeed, their role consists of much more than this. The Chilean national curriculum
requires teachers to generate as many instances of interaction among students as possible. Hence, peer review seems to be a viable instance for interaction to be fostered. This aligns with the 4th section of the 67th Chilean Decree, which highlights the importance of formative assessment and feedback not only in monitoring students’ knowledge acquisition but in guiding the pedagogical decisions that ought to be taken as to support students’ learning process (Chilean Ministry of Education, 2019). Peer review embodies these principles as it involves discussions, students sharing ideas, and disaggregating each other’s pieces of writing. It is also worth mentioning that students’ feedback must be respectfully and clearly communicated and it aims to be constructive; consequently, by doing so students’ ability to express their thoughts will be brightened. As a matter of fact, Tsui and Ng (2000) suggest that peer review is a collaborative activity in which students
can read, critique, and comment on each other's writing, helping their peers to improve. It allows them to learn from each other's mistakes to enhance their skills. This creates a scaffolding process where the educational environment is improved. Consequently, as trainee teachers, we have evidenced that several problems have arisen during the practicum process related to the students’ unwillingness to receive feedback from the teachers, due to the minimum instances they have to review each other's work.
Notas
Trabajo de investigación acción exploratoria, Licenciado en Educación
Palabras clave
Inglés, Escritura, Enseñanza Básica