Students perceive peer review as improving composition quality, with ideas and structure benefiting most¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 75% of students agreed or strongly agreed that all aspects of written language and content had been positively impacted during the peer review process, with ideas and structure deriving greatest benefit. → Harutyunyan and Poveda 2018

Evidence¶

Harutyunyan and Poveda 2018¶

Liliya Harutyunyan & María Fernanda Poveda. (2018). Students’ Perception of Peer Review in an EFL Classroom. English Language Teaching, 11(4). https://doi.org/10.5539/elt.v11n4p138

q2 · i? · causal · r1

Questionnaire results on composition quality among peer review group students. The article reports "75% of students either agreed or strongly agreed" and notes lower agreement on whether the final draft made more sense than the first.

"75% of students either agreed or strongly agreed that all aspects of written language and content had been positively impacted during the PR process. Ideas and structure seem to have derived greatest benefit overall"

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• Peer response groups increase the number of idea units in English learners' writing but show no significant effect on composition quality or sentences written (Prater & Bermudez, 1993) — related
• Collaborative Writing Improves Text Quality — a broader claim this one bears on
• Experimental-group students report predominantly positive attitudes toward assessment for learning, especially immediate feedback and reduced exam anxiety — related