On the Role of Peer Review in the Teaching of Second Language Writing

The Education University of Hong Kong, No. 10 Lo Ping Rd, Ting Kok, Hong Kong, China

^* Corresponding author: s1145056@s.eduhk.hk

Abstract

After process writing entered the field of second language writing instruction, peer review, which is one of the central elements of the review and revision stages, has received increasing attention and research. Peer review is a very important factor in process writing, enriching the teaching activities of second language writing instruction and playing an indispensable role in second language writing. Peer review can help teachers provide better diagnostic feedback, which not only reflects teachers’ teaching results and students’ own understanding of the target language, but also has a significant impact on learners’ learning efficiency and motivation, and can positively influence learners’ writing habits. However, peer review also has its shortcomings and limitations that need to be noted, such as: (1) students tend to ignore the meaningful aspects of their peers’ writing; (2) discussions in peer assessment become “idle chatter”; (3) students are reluctant to make suggestions for their peers under the principle of “saving face”. (3) students are not willing to make suggestions for their peers. This paper discuss the benefits of peer review in second language writing teaching from the perspective of two different subjects, students and teachers, and conclude that peer review can encourage students to revise their work, enhance their sense of readership, strengthen their communicative competence, and reduce their learning anxiety; it can also help teachers to reduce their burden and solve their teaching problems.