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Vol. 27 (2016) p. 1-10



  • 抄録

This preliminary classroom study explores students’ perceptions of their learning through the peer-review (PR) process. Specifically, the author, a lecturer of the Project-based English Program (PEP), investigates the influence of uniquely constructed PR model on students’ perceived learning about the fundamentals of an academic paper: the basic structure of English texts and logical development of arguments. The author conducted pre and post web-based questionnaires, and the e-learning postings of free description targeting participants’ perceived achievements during and after the PR process. Results of questionnaires show that the students perceived the process as having raised their level of thinking about certain aspects of the writing process. Qualitative data reveals students’ perceptions on the developed accomplishments. The author concludes that PR process can positively influence students’ learning on how English texts should be organized and developed.

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