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’ feedback about their writing from otherstudents—their peers. Specifically, students study in pairs or small groups, read eachother’s compositions and ask questions or give comments or suggestions” (Richardset al., 2000:336).Peer review is regarded as a beneficial mechanism which can help students torevise their translations, so it has become more popular in higher education. In fact,the students entering into the classroom with their translations completed arerandomly formed in pairs, and they think out different ideas about their translationsthrough peer review and develop and clarify these ideas.
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2.2 Theoretical Frameworks for Peer Review

2.2.1 Collaborative Learning Theory
Collaborative learning is regarded as one of the most significant and fruitful fieldsof theory, research, and practice in education. According to Johnson et al.,“collaborative learning , also known as cooperative learning, takes full advantage ofsmall groups so that students work together to maximize their own and each other’slearning”(1991). Thus, the students are offered an environment through collaborativelearning where a student interacts with one or more his fellow peers to deal with aspecific problem.Learning as well as knowledge is socially constructed, and students will learnmuch better if they participate in the learning process actively. Lots of researchersargue that students who are divided into small groups tend to learn more of what istaught. In addition, when the same content is presented to students in otherinstructional formats, the students divided into small groups could also retain muchlonger. Hence, students working in collaborative teams seem to be greatly satisfiedwith their classes (Beckman, 1990; Chickering and Gamson, 1991; Cooper andAssociates, 1990).Proponents of collaborative learning maintain that students within small groupswho exchange their ideas actively could not only increase their interest but alsopromote their critical thinking. Johnson (1986) proposed that there was convictiveevidence that students in cooperative groups could achieve at higher levels of thoughtand kept up information longer than those who studied quietly as individuals.Through the collaborative learning students could gain an opportunity to participate indiscussion and take responsibility for their own learning as well as become criticalthinkers (Totten et al., 1991).
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Chapter Three Methodology.....19
3.1 Research Design .....19
3.1.1 Objective and Questions ......19
3.1.2 Participants.......19
3.1.3 Instruments.......20
3.2 Research Procedures.......21
3.3 Data collection....27
Chapter Four Results and Discussion ......29
4.1 Results and Discussion on the Test Study ......29
4.1.1 Pre-test Study .......29
4.1.2 Post-test Study .....32
4.1.3 Comparison of EC’s Scores in the Pre-test and Post-test ....35
4.1.4 Comparison of CC’s Scores in the pre-test and post-test.....36
4.2 Results and Discussion of Questionnaires......37
4.3Results and Discussion of Interview .......45
4.3.1 Question One .......45
4.3.2 Question Two .......45
4.3.3 Question Three.....48
Chapter Five Conclusion.......49
5.1 Major Findings .......49
5.2 Pedagogical Implications .......50
5.3 Limitations and Suggestions for Further Study......52

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