中学生のライティングにおけるピアレビューの効果

流暢性・正確性・複雑性に焦点を当てて

抄録

Peer review is thought to be a way to improve students' English writing skills in daily English classes in school. Some researchers have shown that peer review can be useful in improving students' writing skills and many students tend to feel that peer review is an effective tool when revising what they have written (Jacobs et al., 1998; Storch, 2005). In Japan, the new Courses of Study of English (MEXT, 2017) states that it is important for students to ask questions and make some commentsi n pairs ori n groups about what they have written. Moreover, in the same Course of Study it is required to revise the texts based on the contents of preceding communication among the students. When revising a writing through peer review, it is expected that the students can focus on not only their contents or meaning but their forms and structures of the essays. Previous researches have examined the effects of peer review in essays written by high school students and college students. This paper investigated the differences in accuracy, fluency, and complexity between revised essays with and without peer review. The results showed that students tended to focus on the accuracy of the writings when using peer review rather than their contents and the fluency.