Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/16145
Title: Peer review and Chinese EFL/ESL student writers
Authors: Ren, Hongwei
Hu, Guangwei, 1962-
Issue Date: 2012
Citation: Ren, H., & Hu, G. (2012). Peer review and Chinese EFL/ESL student writers. English Australia Journal, 27(2), 3-16.
Abstract: Peer review, as a potentially beneficial pedagogical practice, has been gaining popularity in university writing classes for EFL/ESL students. A recent survey on the writing feedback preferences of undergraduate EFL learners at a major university in China, however, reveals a potential problem with the adoption of this pedagogical practice in EFL/ESL writing classrooms, namely the possible existence of an affective disadvantage of peer feedback for Chinese students and other learners from similar cultural backgrounds. Prompted by survey data and drawing on existing research, this article looks into this issue by analysing its underlying factors and suggesting productive ways to address these factors in the classroom.
URI: http://hdl.handle.net/10497/16145
ISSN: 1444-4496
Appears in Collections:Journal Articles

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