抄録
This study investigates the impact of peer feedback on Japanese high school students’ thinking and expression in English writing. A total of 110 third-year students participated in a classroom-based intervention, writing two English essays under different revision condition: one revised through self-editing and the other through peer feedback. Using rubric focused on content and organization, the essays were assessed by ChatGPT to ensure consistency and objectivity. A within-subjects comparison revealed that scores significantly improved after peer feedback. In addition to the quantitative results, students’ comments and responses to a post-task questionnaire provided insights into their engagement and cognitive development through peer interaction.
