The Effect of Online Peer Review Activities on Students’ Academic Writing Performance

DOI

10.2991/eltlt-18.2019.50How to use a DOI?

Keywords

Academic writing, online peer review, synchronous, asynchronous

Abstract

Peer review activities have been conducted in writing classes and have shown good impacts on the students’ writing skills. The purpose of this study is to examine the effects of online peer review activities on students’ academic writing performance. The participants were 50 students of academic writing classes. Participants engaged in a number of online peer review practices before they conducted peer review using Google doc. During the peer review, the students could express their ideas as the result of their peer comment and suggestions through the online communication using Google doc. The online peer review could be done both synchronously and asynchronously. The data were collected using a pre-test and a post-test for language proficiency and writing skill. The result revealed that there is a significant increase in their writing score. Both high-ability students and low-ability students show improvement in their writing skills

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Emilia Ninik Aydawati
AU  - Dwi Rukmini
AU  - Dwi Anggani Linggar Bharati
AU  - Sri Wuli Fitriati
PY  - 2019/06
DA  - 2019/06
TI  - The Effect of Online Peer Review  Activities on Students’ Academic Writing Performance
BT  - Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018)
PB  - Atlantis Press
SP  - 249
EP  - 252
SN  - 2352-5398
UR  - https://doi.org/10.2991/eltlt-18.2019.50
DO  - 10.2991/eltlt-18.2019.50
ID  - Aydawati2019/06
ER  -