This article focuses on how Swedish lower secondary-level students can
improve their writing ability by acting as peer reviewers. It is based on an
empirical study carried out in a Swedish EFL classroom, and it addresses the
implementation of a teaching unit which included negotiations of a joint
criteria list, feedback training, group peer reviewing, and the production
of first and final drafts of the written task. Findings suggest that the peer
reviewers increased their awareness of audience and genre, and that the
content of the reviewed reply letters inspired subsequent revision changes
affecting writing at the macro-level in particular.

j181

371.3-jes

Perpustakaan FITK Pusat

Tersedia

Share :