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영어

Students’ Development as Writers and Reviewers through Trained Peer Review in a Writing Course Dosik Moon (Hanyang Cyber University) This qualitative case study explored how participating in trained peer review affected seven Korean students’ development both as writers and reviewers in a general academic writing class. The data were gathered through students reflective journals and an interview with each student. The findings indicate the overall positive influences of trained peer review on students' development both as reviewers and writers. As reviewers, the students gained confidence in giving feedback and raised an awareness of the strengths and weaknesses of their writing. As writers, the students fostered an ownership of the text and gained a new insight about their writing process and audience. On the other hand, the students' initial struggle with giving peer feedback suggests that the effects of peer review training was not immediate but gradual, but the students gained long-term advantages related exchanging feedback, reflecting on it, and revising. It is concluded that trained peer review has potential to help the students to become self-reliant writers.