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Peer feedback has gathered momentum in writing courses in the last twenty years, since it contributes to the improvement of the students’ writing skills, their motivation and collaboration. To this end, the present study aimed at investigating the effectiveness of peer review from a cognitive and attitudinal perspective within the framework of the “process writing” approach to teaching writing in the context of teaching Greek as a second language. Elements of the genre approach were also incorporated in the “process writing” framework. More specifically, a study was carried out in the second grade of a Greek Intercultural Junior high school involving twenty students of diverse nationalities. The subjects attended six writing lessons whereby they were provided with peer commentary. Pre- and post-questionnaires were administered to the participants to identify their attitudes towards peer feedback at the entry point of the research and trace any differentiation in their stances at the exit point of the intervention. The findings revealed a positive shift of the respondents’ attitudes towards the merits of peer treatment and unraveled development of their metacognitive awareness in that they gained insight in their writing development in Greek as a SL.
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In-Text Citation: (Anastasiadou & Iliopoulou, 2017)
To Cite this Article: Anastasiadou, A., & Iliopoulou, K. (2017). Peer feedback: Its Impact on Assessing Writing in Greek as a Second Language. Multilingual Academic Journal of Education and Social Sciences, 5(1), 14–28.
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