Chapter 10. Confidence Through Oral Peer Review: Communication and Reflection in EFL Writing
Akihiro Saito
Abstract
This chapter explores how oral, face-to-face peer review can enhance an English as a Foreign Language (EFL) writing course at a Japanese university. Grounded in sociocultural theory and genre-based pedagogy, this approach helps students strengthen their academic writing skills—such as understanding genre conventions—while also fostering critical thinking and self-regulation. While traditional peer review often emphasizes written, rubric-based feedback, this chapter demonstrates how structured oral interaction enables students to engage more deeply with their peers’ texts and reflect on their own writing. The chapter presents a five-step implementation model, including rubric design, topic selection, peer group formation, and reflective revision. The key challenges and benefits are discussed. Emphasis is placed on collaborative languaging, role rotation in peer review, and recursive assessment tasks that reduce dependence on AI writing tools. The chapter concludes by highlighting the pedagogical value of oral peer review in developing confidence, literacy, and a more interactive classroom culture in EFL settings.
About the Contributor
Akihiro Saito is an Associate Professor at Tokyo University of Science. His research focuses on language learning, education policy, and intercultural communication, employing empirical and discourse-based methods. He examines how structures shape behaviours and agency. He is an associate editor for Psychology of Language and Communication (De Gruyter).
Citation
Saito, A. (2026). Confidence through oral peer review: Communication and reflection in EFL writing. In A. E. Dawes & K. Jurns (Eds.), Cultivating confidence in L2 writing: Communicative and peer review practices. Candlin & Mynard. https://doi.org/10.47908/44/10
This chapter explores how oral, face-to-face peer review can enhance an English as a Foreign Language (EFL) writing course at a Japanese university. Grounded in sociocultural theory and genre-based pedagogy, this approach helps students strengthen their academic writing skills—such as understanding genre conventions—while also fostering critical thinking and self-regulation. While traditional peer review often emphasizes written, rubric-based feedback, this chapter demonstrates how structured oral interaction enables students to engage more deeply with their peers’ texts and reflect on their own writing. The chapter presents a five-step implementation model, including rubric design, topic selection, peer group formation, and reflective revision. The key challenges and benefits are discussed. Emphasis is placed on collaborative languaging, role rotation in peer review, and recursive assessment tasks that reduce dependence on AI writing tools. The chapter concludes by highlighting the pedagogical value of oral peer review in developing confidence, literacy, and a more interactive classroom culture in EFL settings.
About the Contributor
Akihiro Saito is an Associate Professor at Tokyo University of Science. His research focuses on language learning, education policy, and intercultural communication, employing empirical and discourse-based methods. He examines how structures shape behaviours and agency. He is an associate editor for Psychology of Language and Communication (De Gruyter).
Citation
Saito, A. (2026). Confidence through oral peer review: Communication and reflection in EFL writing. In A. E. Dawes & K. Jurns (Eds.), Cultivating confidence in L2 writing: Communicative and peer review practices. Candlin & Mynard. https://doi.org/10.47908/44/10
Information About the Book
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Title: Cultivating Confidence in L2 Writing: Communicative and Peer Review Practices
Editors: Edited by Ashton E. Dawes and Kathryn Jurns Publication date: May 2026 Read more... |