Peer Review as A Catalyst for Writing and Skill Development: Investigating Student Acceptance of Structured Checklists in Academic Writing

Abstract

Abstract. In an era where 21st-century skills such as critical thinking, communication, and collaboration are vital for employability, equipping students with tools to refine their academic writing is more important than ever. This study examines students’ perceptions and acceptance of using a structured peer review checklist during essay writing tasks in an academic writing course at Politeknik Ungku Omar. Grounded in Ajzen’s Theory of Planned Behavior (TPB), the research investigates how students’ attitudes, subjective norms, and perceived behavioral control influence their intention to engage in structured peer review practices. As part of Malaysia’s Technical and Vocational Education and Training (TVET) system, this study supports national educational objectives by exploring practical strategies to foster autonomous learning and peer collaboration. A quantitative research design was employed, using structured survey instruments to collect data from students enrolled in degree programs. Statistical analyses revealed that the majority of students perceived the checklist as beneficial for enhancing essay organization, clarity, and the overall quality of peer feedback. However, the findings also highlight significant moderating factors—particularly students’ confidence in reviewing peers’ work and their perception of peer competence—which affected their willingness to fully adopt the peer review process. The results affirm the potential of structured peer review checklists to support writing development in TVET contexts, provided they are equipped with adequate guidance and training. The study concludes with actionable recommendations for integrating peer feedback mechanisms into academic writing instruction to promote learner autonomy and collaborative engagement in vocational education.

Keywords: peer feedback, academic writing, writing in TVET, learner autonomy, collaborative learning.