L2 writers’ perspectives on face-to-face and anonymous peer review: Voices from China

Abstract

To validate a recent study conducted in the Japanese context that contradicted the previously held view that Asian students are culturally predisposed to be reluctant peer reviewers, this study examined Chinese EFL learners’ experiences with and perspectives on peer review in a writing classroom. Fifty-seven college students were asked to perform peer review in face-to-face and anonymous modes to examine whether anonymising the process encourages them to offer more constructive criticism. Data were collected from a Likert-based survey, interviews, and the instructor’s field notes. Statistical analysis of the survey data only partially supported the findings of the study replicated, indicating Chinese students’ preference for both face-to-face and anonymous review modes. Although most of the participants exhibited resistance to peer review during the initial stage, they began to appreciate the benefits of the activity, particularly the verbal discussion component of the face-to-face mode, while some of them refused to give negative feedback on their peers’ work. Regardless of the peer-review mode, the participants remained overly conscious of their feedback accuracy and continued to seek confirmation and oversight from an authority figure (the teacher) rather than taking initiative