Resumo

LOPEZ GIL, Karen Shirley. Peer Review of Writing Tasks as a Tool of a Metacognitive Didactic in the Language Classroom. Leng. [online]. 2012, vol.40, n.2, pp.351-381. ISSN 0120-3479.

This article is a case report that has as its objective to present the analysis of a didactic sequence of peer review and its implications in the learning process of written language in a group of undergraduate students of a public university, who participated in a subject called "Spanish." The sequence makes up part of a proposal subscribed in a metacognitive perspective of language teaching, which aims to encourage awareness and regulation of the cognitive and linguistic processes of the students when facing academic writing tasks

Palavras-chave : peers review; didactic sequence; writing; metacognition; language class.

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