Participant Perceptions of Peer Editing in an EFL Freshman English Program
- 한국영미어문학회
- 영미어문학
- 영미어문학 제113호
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2014.06299 - 326 (27 pages)
- 58

This paper investigates the perceptions of students and teachers regarding the peer editing component of a Freshman English program in a national university in the Republic of Korea. The goal of this program was to promote the English performance skills needed in college and in professional careers, so a task-based, holistic approach was adopted, in which autonomy, reduction of affective barriers, learning strategies, and holistic development, featured strongly. In this context, peer editing offered a means of addressing written goals, having the potential to encourage collaboration, critical thinking, reflection, and responsibility in the writing process. This study reports on findings obtained from a student questionnaire and a subsequent teachers' focus group on the questionnaire results. Discussion of the data, which led to formative modification of the program, showed a teacher/student consensus on the benefits of peer editing, along with recommendations for a diversity of approach.
Abstract
1. Introduction
2. Literature Review
3. Methods
4. Results and Discussion
5. Conclusions and Reconunendations
References
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