Introduction of Peer-review to the Project-based English Program: Students’ perceptions of effects of peer-review process 
会場・時間
- 第1室
- 13:00-13:30
発表概要
With the need for a written communicative competence in a globalized environment, the EFL writing activity has drawn the attention of other EFL writing courses and language educators over the last few decades. The researcher, a lecturer of Project-based English Program, considers a peer-review an applicable classroom activity to improve writing skills on the part of Japanese EFL students. They have little knowledge on how to handle the argumentative style of L2 writing. To address the weakness, peer-review guidance worksheets were uniquely constructed as a resourceful methodology.
This study explores students’ perceptions of the effects of the peer-review process. Specifically, the researcher investigates the efficacy of the guidance worksheets on the development of students’ awareness to content issues in English texts: how expository writings should be organized and developed. She also examines students’ perceived achievements in the process.
