Peer Review in the English Classroom -A Learner Perspective
Abstract: This degree project essay presents a lesson study where a group of learners of English 6 in upper secondary school try peer review as a part of their writing process during two lessons and share their experience. The aims of this degree project essay are to find out how learners of English in upper secondary school feel about peer review as a strategy to develop their writing skills, and how it can be taught in a successful way. The lesson study includes peer review sessions where the students are provided with instructions on what peer review is, how to conduct a peer review, and material to support them through the peer review process. The lessons and materials are designed to meet the issues brought up in previous research on the use of peer review in the L2 classroom and students’ attitudes regarding it. A focus group share their thoughts in semi-structured interviews and their answers are discussed in relation to previous research. Data collected after the first lesson is used to design the second lesson to better meet the students perceived needs. The second lesson is then evaluated by the same focus group. The main issues brought up in the source material as well as in the focus group interviews are as follows: how peer review can succeed, why it is useful, anxiety in giving and receiving feedback and how to ease the anxiety among the students. The data collected shows that the learners are overall positive and see several benefits of using the method of peer review in the English class. One prominent issue brought up in the focus group interviews is anxiety and several suggestions on how to avoid and overcome that issue are discussed.
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