Whatever type of text you ask your students to produce, peer correction can be a very useful part of the process.

Watch Clare talk about one method she uses with an OHP (overhead projector) and OHT sheets (overhead transparencies). What do you think? Do you get your students to peer correct and edit? Leave a comment below!

For ideas on the process writing approach, have a look at our article here:



Great idea, gives me a reason to find out which basement the old overhead projectors are buried in!
This is something I can certainly try with my own students, but how would you handle peer correction in the "rougher" schools where students aren't as courtious with each other?

If your students are a bit 'rough' you could project the texts straight onto the whiteboard. Others can then take turns to correct on the board and you avoid potential OHT vandalism.
With younger students or students who use a diffferent script you can get them to put the OHT on a sheet of lined paper to help with writing.

I like your ideas, I find them really useful.Thanks

I am from Azerbaijan.  I have never did peer correction as I always was afraid of  hurting  student's feelings. I mean when you ask someone to check one or other's mistake.  But I liked your idea. Here everybody is working and doing the same thing. I also like the comment where one lady suggested doing it on  a board as I have some rougher classes.

I regularly use peer correction in writing activities with both younger learners and adults. However, rather than using an OHP, they work directly on their peers' work or on a photocopy of it. With adult classes I ask learners to think up six or so specific assessment criteria that they all agree would be the most important for the assignment/task. They work in pairs and assess two other students' work giving a mark on a scale and writing the reasons why.I've found that just knowing that their classmates are going to read their work makes learners put a lot more effort into writing. The assessment criteria helps them to think more analytically and critically about their own and others' work and over a relatively short period of time, their ability to organise and structure their compositions and use language more allusively and appropriately. The role of the teacher in all of this is pretty minimal, however, learners do appreciate some general assessment from their teacher at the end.Peer assessment works very well in Moodle. There's a peer assessment asignment type plugin in the plugins repository which is much simpler and easier to use than the Workshop module.

While nobody can deny the observed effectiveness of collaborative learning, I am still sceptical about peer feedback in some cultures where peers do not trust each other. I am an EFL teacher in Morocco. Over the years, I have observed a reluctance on the part of my adult students to accept their peers' correction.  They want feedback from an expert- in this case, the teacher.When it comes to writing tasks, I believe the teacher's role should be brought to the fore. Youssef

Using peer correction doesn't replace teacher correction in this activity.  The two are combined.  The teacher's role is to then go through the corrections and highlight anything that still needs altering or that wasn't corrected in the first place.I have used this technique with longer writing tasks where students work in pairs.  The students can do the initial writing task as homework.  I have also done the peer correction as homework, which the students quite like as it's a different sort of homework task.  In the next class the students work together in their pairs, going through the two pieces of work with each other, explaining the corrections they had made and trying to come to conclusions.  In the end the final piece of work is marked by the teacher.  In this way the students work collaboratively, and learn from each other.

I've read papers on peer correccted writing programmes from around the world. There does appear to be a tendency for them to be less successful in more patriarchal, heirarchical cultures but they're still very effective nonetheless.A good incentive for some learners is to grade their assessments according to how similar they are to their teacher's, i.e. the more similar the marks and/or feedback, the higher the mark. I think this drives home the point that it's very important to be able to assess your own and others' writing, i.e. developing language awareness. Somewhere between 25 - 50% seems to be appropriate.

Excellent idea! I've worked with OHTs and they are very practical and easy to use, the problem are OHPs which are not always available or working. She said that a risk using computers is that they turn to Facebook. What about using a Facebook account to do something like this? I'm currently thinking about creating one for that purpose, has anybody done it already? Any experiences?Best,Andrés


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