This essay aims to investigate four upper secondary school teachers’ perceptions of the use of peer review in English language teaching through a qualitative study. The theoretical framework of this essay includes both sociocultural theory and process theory of writing. The study itself consists of four semi-structured interviews with English teachers and the research questions aim to investigate these teachers’ motives for doing peer review, their practices involving peer review, and the perceived difficulties they have with using peer review in their language classrooms. The main findings show that while teachers think highly of peer review and believe it to be beneficial, peer review is still not an integrated method in three out of the four teachers’ practices. Some of the reasons for this included a perceived lack of time and opportunity to do peer review, as well as a lack of encouragement from their surroundings to use peer review in their classrooms. This study presents some teachers’ perceptions and practices of peer review and further discusses why teachers have these perceptions in relation to the essay’s theoretical background and previous research. Moreover, this study shows that peer review is highly thought of but rarely implemented in Swedish upper secondary schools and that peer review needs to be brought up more in the discussion of English writing if we want it to become an integrated part of English language teaching in Sweden.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:oru-100254 |
| Date | January 2022 |
| Creators | Hallbäck, Julia |
| Publisher | Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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