Blog-Based Peer Reviewing in EFL Writing Classrooms for Chinese Speakers

摘要

Instructors frequently give students in conventional product-oriented writing classrooms composition topics and skill activities/exercises that students submit for course evaluation. Accordingly, students gradually come to view English writing as little more than a series of grammar, spelling, and vocabulary exercises (Corona, Spangenberger, & Venet, 1998; You, 2004a), and to view feedback as a grade, a brief comment, or correction with no explanation. English as a Foreign Language (EFL) students are often negatively affected by such writing instruction, struggling from a lack of writing skill acquisition and feelings of incompetence, frustration, and limited abilities to express themselves.