A Qualitative Study of Non-English Majors’ Cognitive and Affective Strategies in Peer Review in Online Writing Assessment—Taking Iwrite as Example

Abstract

With the development of modern information science and technology, online writing assessment emerges. Some platforms, like iwrite, are widely used by language teacher and learner. Peer review is an important issue in English writing teaching. In recent years, there are a lot of studies relevant to it. Besides, learning strategy is also significant in language teaching research. However, it hasn’t been known which cognitive and affective strategies that learners would like to use in peer review on iwrite. Therefore, this study tried to do some investigation. By carrying out the study, it is evident that due to personality and value orientation, different learners adopt various cognitive strategies for the purpose of completing various tasks. The choice and use of certain strategies will have impact on learner’s performance in writing. Besides, learners prefer to use positive affective strategies to encourage their partner to behave actively in peer review as well as build up confidence for English writing.