The present paper offers a complete framework for effective implementation of peer review into beginning German language courses. The framework is informed by insights gained from research literature addressing the use of peer review and feedback provided by the students who were engaged in the peer review activities. The suggestions made in this paper have implications for materials development and would allow language instructors to make informed pedagogical decisions.
"Structuring Peer Review Activities for Beginning Learners of German as a Second or Foreign Language,"
German Journal Sprache Literatur Kultur: Vol. 2
, Article 5.
Available at: https://dc.cod.edu/gj/vol2/iss1/5