Improving Students’ Writing Achievement: The Implementation of Peer- and Self-Review and Collaborative Discussion

Abstract

The involvement of peers in collaborative learning activities has a demonstrably positive effect on academic achievement, yet its application in specialized technical fields remains under-explored. This paper aimed to design and evaluate an effective pedagogical framework for writing instruction, specifically developing a model that integrates systematic peer-review, self-review, and collaborative discussion for students within an accounting department. Using a quasi-experimental approach, twenty-six students from a Business English course participated in the research, engaging in recursive cycles of self-evaluation, peer feedback, and group-based negotiation intended to mirror professional accounting audits. Data were collected via pre-test and post-test instruments to measure gains in both linguistic precision and conceptual clarity. The data were analysed quantitatively using t-tests and z-tests to ensure statistical rigor. The results indicated statistically significant improvements (p<0.001) across all tested technical topics, including taxes and management accounting. This multi-layered feedback approach significantly deepened the students’ grasp of complex accounting concepts while simultaneously fostering essential critical thinking and problem-solving capabilities. The findings highlight a shift in educational necessity; educators must move beyond simple knowledge transmission to actively assist students in refining their professional communication and rhetorical skills. The study concluded that integrating this collaborative strategy from the beginning of the semester was crucial for the professional effectiveness and career readiness of accounting graduates, providing a scalable model for other ESP (English for Specific Purposes) contexts.