Using Peer Review to Enhance EFL Writing via a Web-based System under Cross-Institutional Setting

Abstract

The researchers of this study self-designed an online writing system, entitled “Collaborative Online Peer Editing and Reviewing (COPER)” in order to investigate EFL student satisfaction and self-efficacy regarding their writing class employing anonymous cross-institutional peer review. The use of COPER allowed the researchers to create a more active environment in which the students received constructive feedback from sources from their cross-school peers. In a cross-campus mode via COPER, a semester long writing project was carried out by 66 English-majored students at the two schools in which two rounds of anonymous peer review tasks (one movie reflection and one news reflection) were accomplished including reviewing and commenting on the reflective writing of cross-school peers. The researchers employed a mixed research methodology, including a questionnaire and open-ended questions to investigate the students’ perceptions regarding their satisfaction , self-efficacy, and critical thinking skills resulting from this on-line task.