Peer Revision in the EFL Classroom: A Detailed Approach to Assessment and Feedback

 Assessment is a fundamental aspect of measuring learners' progress and performance in language acquisition. When assessing English language learning, educators are not only evaluating students' proficiency in linguistic structures but also their development in communicative competence. The latter focuses on learners’ ability to effectively communicate through verbal interactions, prioritizing meaning negotiation and understanding over the mere reproduction of grammatical forms (Canale & Swain, 1980).

In this context, peer assessment presents a valuable approach for evaluating language skills, particularly for young adult and adult learners at an A2 proficiency level, as defined by the Common European Framework of Reference for Languages (CEFR). These students, who are typically beginners in the English language, are asked to complete an assignment where they write a narrative about an embarrassing event from their past, blending elements of fiction with reality. This task aims to improve their ability to describe past events, thus contributing to their development of narrative skills, which are essential for effective communication (Harmer, 2007). The expected outcome of this exercise is that students will be able to compose a well-structured story, using appropriate past tense forms, and meet the requirement of writing at least 300 words.

For many students, this will be their first experience with peer assessment. To ensure that they understand the process, a video titled “Peer Review: What is Peer Review?” will be shown to introduce them to the concept. The video, available on YouTube, offers an accessible overview of the peer review process, emphasizing its importance in providing constructive feedback on the quality of written work. After viewing the video, students will be informed that the primary goal of this peer assessment activity is to help each other by offering feedback on the clarity, structure, and overall quality of the narratives.

Once students are familiar with the purpose of peer review, they will be guided through the criteria they should use to assess their peers' work. These criteria include the following key questions:

• Is the setting of the story clear? Can you easily identify when and where the story takes place?
• Does the author explain the event clearly? Are the details of the unusual incident well described?
• Is the climax of the story identifiable? Do you understand the author’s response to the crisis?
• Is there a clear resolution? Does the author reflect on or evaluate the events of the story?

These guiding questions will help students focus on the critical elements of narrative writing, ensuring they provide valuable feedback to their peers.

After reviewing these questions, students will be divided into groups of four. In these groups, each participant will read their story aloud, allowing their peers to provide oral feedback. Following the oral discussion, students will fill out a peer review sheet for each group member, assessing the strengths and weaknesses of the narratives based on the established criteria. This will be followed by a self-assessment process, where each student reflects on their own learning progress and the effectiveness of their writing (Black & Wiliam, 1998).

The completed peer review sheets will be submitted to the teacher, who will read them and provide individual feedback to each student. This process allows the teacher to evaluate the overall progress of the students in completing the task and to offer further guidance on their development in narrative writing.

In conclusion, peer revision not only promotes the development of students' language skills but also encourages self-reflection and collaborative learning. By engaging in this process, students gain a deeper understanding of their strengths and areas for improvement, while also enhancing their ability to offer constructive feedback. This collaborative assessment strategy is a powerful tool in fostering both linguistic competence and critical thinking in the EFL classroom.

References

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.

Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Education.