Abstract
The aim of this Alternate Plan Paper was to explore whether peer review promote writing development in ESL classes. Recent literature on peer review presented conflicting results in relation to its use in ESL writing classes. Some studies reported that peer review had positive effect on students' academic performance; others argued that peer review could not be trusted as teaching technique. However, most of the reviewed literature argued in favor of peer review. Carr (2008) stated that peer review is an important teaching strategy in which students read and make comments about their peers' written work. Carr (2008) also stated that peer review gives students an opportunity to learn about their own writing abilities and disabilities. In accord with Carr's view, some participants in this study stated that peer review helped them learn about their writing weaknesses and strengths. It also helped them improve on their writing abilities. This study also provides some suggestions regarding the use of peer review in ESL classes.
Advisor
Stephen J. Stoynoff
Date of Degree
2011
Language
english
Document Type
APP
Degree
Master of Arts (MA)
Department
English
College
Arts and Humanities
Recommended Citation
Thokwane, D. (2011). Using Peer Review to Promote Writing Development in ESL Classes [Master’s alternative plan paper, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/282/
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