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

本研究探讨了同伴评议在培养日本大学生英语学术写作技能方面的有效性。本研究共100名理工科大一学生，分为对照组和实验组。实验组的参与者在研究期开始时接受同行评议培训，并在一个学期的课堂上相互评议作业。第一组只使用英语，而第二组可以自由使用英语和日语。结果发现，两个实验组的学生的写作水平都有所提高，尤其是在写作的复杂性和流畅性方面。英语和日语在同行评议中的使用没有显著差异。然而，研究发现，在同行评议中使用日语的参与者对写作的焦虑程度较低。研究还发现，在同行评议中使用母语可以增加学生之间的互动。

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.