This research was done to find out teaching and learning strategies that help improve learners’ peer editing skills by means of students getting involved in reviewing peers’ written work. In doing the study, peer editing was incorporated into the whole lesson plan and blended with the content of the course throughout the whole semester. The subjects were a class of 27 university students taking an ESP course in which they practiced writing for their future career. Essential peer editing skills were selected for students to be trained one by one. The research instrument used was teacher’s notes of students’ behaviors during and after peer editing. A questionnaire was used to investigate students’ opinions, emphasizing benefits and expected teaching strategies. One of the results was that the students quite agreed with most aspects of peer editing such as its benefit in enhancing mutual scaffolding and learning from each other’s mistakes. Successful teaching strategies were found to be varying group and pair activities, modeling and pre-training activities. To be successful in peer editing, students need to be more confident, cooperative and aware of the need for self-reliance. Recommendations for further study were made at the end.
|Keywords:||Teaching and Learning Strategies, Peer Editing, Grammatical Errors|
Instructor, Language Institute, Thammasat University, Bangkok, Thailand