NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1081442
Record Type: Journal
Publication Date: 2010-Mar
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1916-4742
Investigating the Perception of Student Teachers in Hong Kong Towards Peer-Editing
Chong, Kelvin KaYu
English Language Teaching, v3 n1 p53-59 Mar 2010
Despite its popularity in other countries, like America and Canada, peer editing is considered quite "avant-garde" in the Hong Kong academic community and has never been a common practice in local secondary schools' classrooms. This paper will try to unveil the reasons why a number of Hong Kong English teachers are reluctant to use peer-editing. It is hypothesized that any positive experience of peer editing among teachers themselves is an impetus to use peer editing in class. Based on this hypothesis, a brief survey was carried out to examine a group of fifteen student-teachers' attitudes who had taken a second language writing course in a graduate school's setting, in which peer-editing activities of each other's work over six weeks, in six one-hour blocks, were conducted. Reservations concerning adopting peer-editing were observed among the student-teachers' future classes. All forms of resistance and reservations, according to the participants, were claimed to derive from external constraints. A closer look, however, suggests that none of these given constraints were purely external. Rather, I believe these teachers might have either been prejudiced or neglected "locus of control," which refers to the possible control and power a teacher possess over their classes. This paper looks at both the teachers' personalities, characterized by skeptical beliefs in peer-editing, and the external constraints from the local social situations that contribute to the resistance and reluctance of teachers implementing peer editing in Hong Kong's education institutions.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A