Navigating Academic Writing Challenges through Peer Review: A High School Student’s Perspective

DOI

10.2991/978-2-38476-563-8_7How to use a DOI?

Keywords

Academic Writing; Peer Review; Secondary School Students; Writing Difficulties; Pedagogical Strategies

Abstract

Academic writing contributes to the development of critical, analytical, and systematic thinking skills. However, various studies indicate that students still face serious challenges, ranging from difficulties in organising ideas and constructing coherent arguments to anxiety in writing. This study aims to identify the main difficulties students encounter in academic writing and explore the role of peer review as a pedagogical strategy that can support the learning of scientific writing. The research method used a quantitative approach with a survey design. Data were collected through a Likert scale questionnaire administered to 356 eleventh-grade students from five senior high schools in Bangkalan Regency, Indonesia. Data were analysed using descriptive statistics, normality and homogeneity tests, Spearman’s correlation, and instrument reliability tests. The study results showed that 78% of students experienced difficulties in organizing ideas, 65% lacked confidence in revising, 58% were hampered by academic vocabulary, and 62% experienced writing anxiety. Furthermore, only 41% of students considered peer review useful and structured, while the majority considered its implementation shallow due to a lack of pedagogical structure and substantive feedback skills. Spearman’s correlation test found a significant positive relationship between writing challenges and peer review (r = 0.538; p < 0.01). These findings confirm that the effectiveness of peer review depends on explicit, structured learning strategies that guide students to produce truly substantive feedback. Practical implications include the need for teacher training in designing structured peer reviews with rubrics, feedback modeling, and reflective guidance.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ayyu Subhi Farahiba
AU  - Syamsul Sodiq
AU  - Titik Indarti
PY  - 2026
DA  - 2026/04/28
TI  - Navigating Academic Writing Challenges through Peer Review: A High School Student’s Perspective
BT  - Proceedings of the 4th International Conference of Research on Language 2025 (IROLE 2025)
PB  - Atlantis Press
SP  - 55
EP  - 71
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-563-8_7
DO  - 10.2991/978-2-38476-563-8_7
ID  - Farahiba2026
ER  -