STUDENTS’ ATTITUDES TOWARDS PEER REVIEW IN AN ACADEMIC ENGLISH WRITING COURSE

Abstract

Peer review has long been incorporated into English as a Foreign Language (EFL) writing classes as a pedagogical strategy to enhance students’ writing skills. However, its effectiveness is influenced by learners’ attitudes. This article reports the attitudes of second-year English majors at a Vietnamese university towards peer review in an academic English writing course. A quantitative survey was employed, and data were collected from 180 students enrolled in the course. The questionnaire measured three dimensions of cognitive, affective, and behavioral attitudes. The findings indicate that while students generally hold positive attitudes towards peer review as a means for improving their academic writing skills, they also express concerns about certain challenges associated with the process. These insights highlight the need to refine peer review implementation to maximize its effectiveness in writing instruction.