抄録
This article describes an empirical study that investigated the efficacy of the peer-review process on students’ academic papers. The author implemented peer-review (PR) activities in a Project-based English Program during the fall semester of 2015, and discusses the findings of the study. The participating students of the study were 49 sophomores from the College of Life Sciences. The participants were provided with four PR worksheets to make constructive suggestions or commentary regarding the fundamentals of an academic paper: the organization of second-language texts and logical development of ideas/arguments. During this interactive activity, students discussed how their texts should be organized and developed. They revised their texts as needed, and submitted the completed papers at the end of the course. The author and one independent rater assessed participants’ texts before and after the PR process, using the writing rubric constructed for this study. The results of this evaluation showed positive increase in average mean between the pre- and post-PR scores. Students who successfully improved their papers during the process showed a better understanding of the necessary elements of an academic paper, and made their logic clearer to the audience. Therefore, the author concludes that the PR process did enhance the improvement of students’ revisions.
