Enhancing Soft Skills through Peer Review Activity in a Technical Writing Class
Peer review is an activity where students review their
classmates- writing and then evaluate the content, development, unity
and organization. Studies have shown that peer review activities
benefit both the reviewer and the writer in developing their reading
and writing skills. Furthermore, peer review activities may also
enhance students- soft skills. This study was conducted to find out the
benefits of peer review activity in a technical writing class based on
engineering students- perceptions. The study also highlights how
these benefits could improve the students- soft skills. A set of
questionnaire was given to 200 undergraduate students of a technical
writing course. The results of the study indicate that the activity could
help improve their critical thinking skills, written and oral
communication skills, as well as team work. This paper further
discusses how the implications of these benefits could help enhance
students- soft skills.
[1] A. Levine, B. Oded, U. Connor and I. Asons. "Variation in EFL-ESL
peer response,"TESL-EJ, vol.6no. 3, 2002, http://tesl-ej.org/ej23/al.html
[2] R. Mittan. "The peer review process: Harnessing students-
communicative power." In D.M. Johnson & D.H. Roen (Eds.), Richness
in writing: Empowering ESL students. New York: Longman, 1989, pp.
207 - 219.
[3] A. Gillam. "Learning through response." English Journal1, 1990, pp. 98
- 99.
[4] K. Mangelsdorf. "Peer reviews in the ESL classroom: What do the
students think?" ELTJ, vol. 46, pp. 274 - 284.
[5] S. Roselina. "Soft skills at the Malaysian institute of higher
learning."Asia Pacific Education Review, vol. 10, 2009, pp. 309 - 315.
[6] R. Bancino, and C. Zevalkink."Soft skills: The new curriculum for hardcore
technical professionals." Techniques, May 2007, pp. 20 - 22.
[7] M. Nystrand. The structure of written communication: Studies in
reciprocity between writers and readers.Orlando, FL: Academic Press,
1986.
[8] L. Cohen, L. Manion and K. Morrison. Research methods in education
5th Edition. London: RoutledgeFalmer, 2000.
[9] Malaysian Ministry of Higher Education. National Higher Education
Action Plan 2007-2010. Putrajaya: Malaysian Ministry of Higher
Education, 2007.
[10] J. Fitzgerald. "Enhancing two related thought processes: Revision in
writing and critical reading." The Reading Teacher, Oct. 1989, pp. 42 -
48.
[11] J. Gousseva. "Literacy development through peer reviews in freshman
composition classroom."The Internet TESL Journal, vol. 4 no.12,
December 1998.
[12] I. Hairuzila, M. D. Hazadiah and A. Normah. "Integrating critical
thinking and problem solving skills in the teaching of technical courses:
The narrative of a Malaysian private university," in Proceeding for
2ndInternational Congress on Engineering Education, Kuala Lumpur,
Malaysia, 2010, pp. 258 - 263.
[13] A. Fatimah, M.R Noor Raha, and K. Hafizoah. "Oral communication
skills for engineering students: Industry-s perspectives." Paper presented
at 4th Asia TEFL International Conference, Fukuoka, Japan, 2006.
[14] F.T. Lee. "Identifying essential learning skills in students- engineering
education," in Proceeding for 26th HERDSA Annual Conference,
Christchurch, New Zealand, 2003, pp. 388 - 399.
[15] B. Prabhakar. "The paradox of soft skills versus technical skills in
hiring."The Journal of Computer Information System,
2004.http://www.allbusiness.com/technology/1163965-1.html
[16] M.M.N, Megat Johari, A.A, Abang Abdullah, M.R, Osman, M.S,
Sapuan, N. Mariun, M.S, Jaafar, H. Omar, and M.Y, Rosnah. "A new
engineering education model for Malaysia." Journal of Engineering
Education, vol. 18 no. 1, 2002, pp. 8 - 16.
[17] I. Hairuzila, S. Rohani, and T.L.A, Muhammad Ridhuan. "Oral
communication ability in English: An essential skill for engineering
graduates". Asia Pacific Journal of Educators and Education, vol. 26
no. 1. 2011, pp. 107 - 123.
[18] D.E. DeFord. "Children write to read and read to write". In D.R,
Tovey& J.E. Kerber (Eds.). Roles in Literacy Learning, Newark, DE:
International Reading Association, 1986, pp. 79 - 93.
[19] K.S. Goodman. What-s whole in whole language?, Portsmouth, NH:
Heinle&Heinle, 1986.
[1] A. Levine, B. Oded, U. Connor and I. Asons. "Variation in EFL-ESL
peer response,"TESL-EJ, vol.6no. 3, 2002, http://tesl-ej.org/ej23/al.html
[2] R. Mittan. "The peer review process: Harnessing students-
communicative power." In D.M. Johnson & D.H. Roen (Eds.), Richness
in writing: Empowering ESL students. New York: Longman, 1989, pp.
207 - 219.
[3] A. Gillam. "Learning through response." English Journal1, 1990, pp. 98
- 99.
[4] K. Mangelsdorf. "Peer reviews in the ESL classroom: What do the
students think?" ELTJ, vol. 46, pp. 274 - 284.
[5] S. Roselina. "Soft skills at the Malaysian institute of higher
learning."Asia Pacific Education Review, vol. 10, 2009, pp. 309 - 315.
[6] R. Bancino, and C. Zevalkink."Soft skills: The new curriculum for hardcore
technical professionals." Techniques, May 2007, pp. 20 - 22.
[7] M. Nystrand. The structure of written communication: Studies in
reciprocity between writers and readers.Orlando, FL: Academic Press,
1986.
[8] L. Cohen, L. Manion and K. Morrison. Research methods in education
5th Edition. London: RoutledgeFalmer, 2000.
[9] Malaysian Ministry of Higher Education. National Higher Education
Action Plan 2007-2010. Putrajaya: Malaysian Ministry of Higher
Education, 2007.
[10] J. Fitzgerald. "Enhancing two related thought processes: Revision in
writing and critical reading." The Reading Teacher, Oct. 1989, pp. 42 -
48.
[11] J. Gousseva. "Literacy development through peer reviews in freshman
composition classroom."The Internet TESL Journal, vol. 4 no.12,
December 1998.
[12] I. Hairuzila, M. D. Hazadiah and A. Normah. "Integrating critical
thinking and problem solving skills in the teaching of technical courses:
The narrative of a Malaysian private university," in Proceeding for
2ndInternational Congress on Engineering Education, Kuala Lumpur,
Malaysia, 2010, pp. 258 - 263.
[13] A. Fatimah, M.R Noor Raha, and K. Hafizoah. "Oral communication
skills for engineering students: Industry-s perspectives." Paper presented
at 4th Asia TEFL International Conference, Fukuoka, Japan, 2006.
[14] F.T. Lee. "Identifying essential learning skills in students- engineering
education," in Proceeding for 26th HERDSA Annual Conference,
Christchurch, New Zealand, 2003, pp. 388 - 399.
[15] B. Prabhakar. "The paradox of soft skills versus technical skills in
hiring."The Journal of Computer Information System,
2004.http://www.allbusiness.com/technology/1163965-1.html
[16] M.M.N, Megat Johari, A.A, Abang Abdullah, M.R, Osman, M.S,
Sapuan, N. Mariun, M.S, Jaafar, H. Omar, and M.Y, Rosnah. "A new
engineering education model for Malaysia." Journal of Engineering
Education, vol. 18 no. 1, 2002, pp. 8 - 16.
[17] I. Hairuzila, S. Rohani, and T.L.A, Muhammad Ridhuan. "Oral
communication ability in English: An essential skill for engineering
graduates". Asia Pacific Journal of Educators and Education, vol. 26
no. 1. 2011, pp. 107 - 123.
[18] D.E. DeFord. "Children write to read and read to write". In D.R,
Tovey& J.E. Kerber (Eds.). Roles in Literacy Learning, Newark, DE:
International Reading Association, 1986, pp. 79 - 93.
[19] K.S. Goodman. What-s whole in whole language?, Portsmouth, NH:
Heinle&Heinle, 1986.
@article{"International Journal of Business, Human and Social Sciences:58232", author = "Hairuzila Idrus and Zullina Hussain Shaari and Razol Mahari Mohd Ali", title = "Enhancing Soft Skills through Peer Review Activity in a Technical Writing Class", abstract = "Peer review is an activity where students review their
classmates- writing and then evaluate the content, development, unity
and organization. Studies have shown that peer review activities
benefit both the reviewer and the writer in developing their reading
and writing skills. Furthermore, peer review activities may also
enhance students- soft skills. This study was conducted to find out the
benefits of peer review activity in a technical writing class based on
engineering students- perceptions. The study also highlights how
these benefits could improve the students- soft skills. A set of
questionnaire was given to 200 undergraduate students of a technical
writing course. The results of the study indicate that the activity could
help improve their critical thinking skills, written and oral
communication skills, as well as team work. This paper further
discusses how the implications of these benefits could help enhance
students- soft skills.", keywords = "Peer review, soft skills, technical writing.", volume = "6", number = "12", pages = "3594-4", }
