出版社：Australian Institutes for Educational Research
摘要：The impact of peer reviewing for writers has been investigated extensively for the pastthree decades. Results have showed that peer reviewing improves writers’ texts, helps inidentifying their writing strategies, and develops their motivation and confidence. Lessresearched, however, are the ways that could improve the quality of peer-reviewfeedback in an EFL context, compared with English dominant settings. To address thisissue, the current study examined the effect of peer reviewing training on the motivationand engagement levels towards self and peer reviewing of undergraduate students whoare Arabic native speakers at a foundation intermediate English class. Students receivedtraining on how to review essays and provide effective feedback on formal (related toEnglish language structure) and global errors (related to the content and organisation ofwriting). Combinations of face to face training and self-paced training through mobiletechnology learning apps were provided to students for 10 weeks. Investigating students’perceptions and attitudes, this study found that combining peer editing training, face toface and mobile learning tools impacted positively upon EFL students’ revisions andoverall writing. Students were able to generate specific feedback on global as well asformal issues. This study concludes by presenting several practical implications andsuggestions for future research.
