A Study on the Roles of Peer Review in the Process of PAL
Lichiu Lee

This paper intends to illustrate the major components of English as a Foreign language (EFL) writing as a case by carefully exploring into different roles in Taiwanese college students’ writing process learning. The idea of peerassisted learning (PAL) has extensively been implemented in different fields in the US, such as mathematics, psychology, library science, and many more. Taiwanese college students have long been scrutinized of the lack of cooperation in their traditional English language learning. Peer review is a more pragmatic PAL approach in the EFL writing pedagogy. This study presents the findings of a survey of 18 English major students at one university in central Taiwan and in-depth one-on-one interviews concerning their peer review procedures in junior English writing class. The study serves two purposes. First, the information gathered by the questionnaire is to provide the English teaching curriculum theorists with a profile of current English as a Foreign Language (EFL) placement practices, including strengths, weaknesses, and perceived needs. Second, the information is to help inform and comprehend the development of EFL learners ‘independent thinking practices in the roles as tutors and tutees. The qualitative analysis, which consisted of the analysis of students ‘think-aloud protocols while revising writings, provided insights into the differences among tutors and tutees. The findings reported here summarize information on students ‘different attitudes toward peer review, English language competence, experienced and inexperienced raters, administration and scoring, and strengths and weaknesses of current procedures. Possible limitations of the study and pedagogical implications for EFL writers are also discussed.

Full Text: PDF      DOI: 10.15640/ijll.v5n1a8