Anonymous online peer reviews in writing classes: A literature overview

Abstract

       Prior studies indicate the values of online peer reviews for enhancing students’ learning, especially English writing performance. Drawing on relevant literature, this paper seeks to review online peer reviews in writing classes, educational values, and challenges for pedagogical purposes. The paper first explores key concepts, definitions of online peer reviews and values for pedagogical purposes. It then examines anonymous online peer reviews and challenges for classroom implementation. The use of Moodle Workshop is discussed to provide possible solutions to the implementation of such peer reviews. However, it is the role of teachers as facilitators and learning designers who need to understand learning processes in anonymous peer reviews in order to provide support appropriately. The article ends with a discussion and recommendations for further studies on issues related to anonymous online peer reviews in writing classes.