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Abdulla Ziyadullaev,Mi-Lim Ryoo 한국언어과학회 2020 한국언어과학회 학술대회 Vol.2020 No.10
Peer feedback which is believed to have the potential to develop students’ writing skills has been recognized as an essential component in EFL as well as ESL writing classes. With its growing application to writing classrooms, an increasing number of studies have conducted from different perspectives to investigate mainly its effects on student writers’ writing skills. However, relatively little research has tackled on what and how the feedback givers and receivers perform during the course of giving and receiving peer feedback. The purpose of the present study is to broaden our understanding of peer feedback in EFL writing settings by closely examining what and how Korean EFL students at different proficiency levels perform, and respond to, peer feedback. Twenty-two low- and 22 high-intermediate university students (44 students in total) participated in the study. This study adapted both quantitative and qualitative approaches. First, the students’ feedback on the essays was analyzed in two aspects: global aspect (e.g., content and organization) and local aspect (e.g., word choice, grammar, and punctuations). Second, the students’ revisions based on peer feedback were scrutinized to appreciate how feedback effected the subsequent revision of the essay. Finally, interviews were also implemented to understand the receivers’ judgement on peer feedback. The findings of the study will offer some pedagogical implications.
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Givers and Receivers of Peer Feedback: An Analysis of Korean EFL Students’ Writing
( Abdulla Ziyadullaev ),( Mi-lim Ryoo ) 글로벌영어교육학회 2022 Studies in English education Vol.27 No.2
Peer feedback has become recognized as an essential component of EFL writing class because it is believed to aid the development of writing quality. The purpose of the present study is to broaden our understanding of peer feedback in EFL writing settings by closely examining what and how different skill level Korean EFL students perform and respond to peer feedback. Twenty each of low- and high-level university students participated in the study. This study adopted both quantitative and qualitative approaches to analyze peer partners’ reviews and responses to them. The study found that the low-level students received more comments than did the high-level. With feedback types given, direct corrections of the mistakes in the essays were predominantly performed, and comments on the local aspect of an essay exceeded those on the global aspect in both levels. With respect to responses to feedback, both groups accepted more local aspect comments than global ones, and particularly low-level students accepted more local comments than did the high-level. The high-level students took a more selective approach to peer feedback than did the low-level students. Overall, low-level students incorporated more the peer’s comments into their subsequent revisions than did high-level students. Some pedagogical implications are made.
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