TACON 2014

Peer editing is supported as a medium for reducing students’ reliance on language teachers and for creating a wider learning environment in which students can benefit from the feedback and diversity of input they get from other peers (Stubbe, 2013). It also improves students’ writing skills by developing their use of effective composing processes since they can share ideas while planning, drafting, and revising writing forms (Richards and Schmidt, 2010). Moreover, it reduces the anxiety of students who can get constructive feedback on their writing from other peers instead of their teachers (Phillipson, 2007). However, application of peer editing in writing courses is a complex process since it requires provision of rubrics and guidelines for students to follow; this is in addition to explaining the areas they need to focus on. It moreover requires having cultural awareness of the level of corrections Arab students can accept. The presenter will review these issues by reflecting on a practical experiment conducted with undergraduate students for explaining how effective peer editing is in writing courses. This will include a description of how peer editing is implemented and the type of input peer editors can provide. The presenter will also signal students’ perceptions about efficiency of peer editing in improving their writing skills. This presentation will provide insights and pedagogical implications for teachers into how to apply peer editing in writing courses. The audience will be invited to share their ideas on how to foster students’ centredness through peer editing.