The usage of peer review for academic writing development: with a focus on scientific writing

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This research investigated the effectiveness of peer review in developing Japanese university students' English academic writing skill. A total of 100 freshmen science students participated in this study and were divided into one control and two experimental groups. Participants in the experimental groups received peer review training at the beginning of the research period and peer reviewed each other's homework in class for one semester. Group 1 used only English whereas Group 2 was given the freedom of using English and Japanese. It was found that both experimental groups have improved their writing proficiency, especially the complexity and fluency aspects of writing. No significant difference was found between English and Japanese usage for peer review. However, it was found that participants who used Japanese during peer review showed less anxiety towards writing. it was also found that using native language in peer review increased student interaction.