The Effect of Peer Review on Students’ English Composition Skills

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study

Writing is a critical skill in English language learning. Peer review, a collaborative process where students evaluate and provide feedback on each other’s work, encourages active learning and enhances composition skills. It helps students identify errors, improve organization, and refine ideas (Liu & Carless, 2006).

Peer review promotes critical thinking and constructive feedback. Students gain insights into their own writing through evaluating peers’ work. Additionally, it improves vocabulary, sentence structure, and overall writing fluency. Research indicates that students who engage in peer review perform better in composition tasks and demonstrate higher confidence in writing (Topping, 2009).

In Nigerian schools, writing instruction often relies on teacher evaluation alone, which limits student interaction and feedback opportunities. Therefore, examining the effect of peer review on English composition skills can provide strategies for enhancing collaborative learning and writing proficiency.

1.2 Statement of the Problem

Many students struggle with English composition due to poor organization, weak vocabulary, and limited feedback. Teachers report that students’ writing lacks clarity and coherence. Traditional teaching methods provide minimal opportunities for peer interaction and constructive evaluation. Additionally, research on peer review in Nigerian classrooms is limited. This study aims to investigate how peer review affects students’ English composition skills.

1.3 Objectives of the Study

The main objective of this study is to examine the effect of peer review on students’ English composition skills.
The specific objectives are to:

1. Identify the peer review practices commonly used in English composition classes.

2. Assess how peer review improves vocabulary, sentence structure, and coherence.

3. Examine students’ attitudes toward peer review as a learning tool.

4. Recommend strategies for effectively implementing peer review to enhance writing skills.

1.4 Research Questions

The study seeks to answer the following questions:

1. What peer review practices are commonly used in English composition classes?

2. How does peer review affect students’ vocabulary, sentence structure, and coherence?

3. How do students perceive the usefulness of peer review in improving their writing?

4. What strategies can improve the effectiveness of peer review in composition instruction?

1.5 Significance of the Study

This study benefits students, teachers, curriculum planners, and researchers. Students will develop stronger composition skills, organization, and confidence in writing. Teachers can incorporate peer review to promote collaborative learning and critical thinking. Curriculum planners may design programs that integrate peer feedback into writing instruction. Researchers will gain insights into practical methods for enhancing writing proficiency in secondary schools.

1.6 Scope of the Study

The study focuses on secondary school students in Nigeria. It examines the effect of peer review on English composition skills, including vocabulary, sentence structure, coherence, and writing confidence. The research does not cover primary schools, tertiary institutions, or other language skills such as reading or speaking. It is limited to classroom-based peer review activities in English composition classes.

1.7 Operational Definition of Terms

Peer Review: A collaborative process where students evaluate and provide feedback on each other’s written work.
Composition Skills: The ability to write coherent, organized, and grammatically correct English texts.
Coherence: The logical flow and clarity of ideas in writing.
Engagement: The level of active participation and involvement in peer review activities.