“The main thing with peer review, if we help each other out, that is a quicker way to get a better result” - Teachers’ experience of using peer review in the English classroom

• Main Author: Lindgren, Rebecca
• Format: Others
• Language: English
• Published: Malmö universitet, Fakulteten för lärande och samhälle (LS) 2018
• Subjects: English teaching; Feedback; Language; peer review; process writing; secondary level; Social Sciences; Samhällsvetenskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33550

The aim with this study is to explore the use of peer review in a Swedish school context. The study focuses on the role of secondary school teachers of English, and the main research question is: “What are teachers’ views of using peer review in the English classroom?” The interviews show that there are several ways and methods to work with writing such as projects that lasts for weeks or smaller task focusing on a certain area. Secondly, it is shown that peer review can be used in both written and oral tasks. Furthermore, the feedback given to the students can be oral or written, and the area of feedback alters depending on the task. Thirdly, the benefits of peer review are that it helps improve critical thinking, as well as the students’ way of discussing language. Lastly, the main challenge is the variety of language proficiency among the students, but with clear instructions, time and practice in an accepting classroom environment, this challenge does not have to be an obstacle.