Teacher Attitudes Towards Peer Review in EFL Writing: A Qualitative Study

Peer review has become a common activity in second language writing classrooms in recent decades. However, the debate regarding its effectiveness is still ongoing. This paper is part of a collective case study into peer review usage at a large private university in Western Japan, and aims to explore some of the issues related to the use of peer review in English as a Foreign Language (EFL) writing classes. The paper investigates, through a series of interviews, what concerns teachers have about peer review that the university needs to take into account when training teachers and designing curriculum. The data from the study revealed that participants used both common methods to implement peer review as well as their own unique techniques. Several reoccurring successes, difficulties, and concerns are highlighted, as well as five underlying teacher beliefs