Abstract

The purpose of this study aims to investigate and describe the students’ perspectives on peer reviews for revising their drafts. In recent years the process approach has become the mainstream orthodoxy in EFL composition classes. James Muncie (2000) put the emphasis on feedback, including peer feedback, as essential to the multiple-draft process. This study was based on face-to-face in-depth interviews with the nine selected student participants relating to a composition course offered to forty-seven sophomores divided into two classes in the Applied Foreign Languages Department at a technological university in Taiwan. The interviews elicited the students’ideas about the peer review activity. The analysis of the data followed the recommendations of Marshall and Rossman (1999) for in-depth interviewing, and Strauss and Corbin (1998) for grounded theory. Some discussion and suggestions are proposed at the end of this study.