College Students’ Perceptions about Evaluating Practices in L2 Writing

Abstract

The purpose of this study is to delve into college students’ perceptions about whether the reviewing activities that recurred through one semester helped students to read written drafts critically, thereby contributing to their writing improvement. The participants of this study were 28 students who took an introductory writing course that lasted for 15 weeks. The participants were required to complete six reflection notes about self-review and three reflection notes about peer group feedback. At the end of the semester, they responded to survey questions about the evaluating activities. The findings indicated that the students became more confident in reviewing their own writing at the end of the course, preferred peer group feedback to self-evaluation, and addressed a variety of areas in writing, such as grammar, organization, sentence, and vocabulary, for their writing improvement.