Introduction
For IFP students, the advantages of participating regularly in peer review are widely acknowledged. Developing learners’ ability to give and receive feedback has far-reaching benefits beyond their foundation year as it enables them to evaluate and improve their own work more effectively, develop their own internal perception of ‘quality’, and build confidence with the skill of reviewing, useful for their future academic and professional lives. However, encouraging students to engage actively in the process is not always straightforward, as there are a number of barriers which can inhibit participation. I decided to investigate these challenges through an action research project with my Academic Writing class this year to explore how to improve engagement. (more…)
CENTRE for ACADEMIC LANGUAGE and DEVELOPMENT (CALD)