초급영작문 수강 대학생들의 동료수정에 대한 경험

다국어 초록 (Multilingual Abstract)

The study investigates students perception on peer feedback activities in a low-level ESL writing class. Four types of data was used; questionnaires, interviews, a journal, and writing samples. Twenty-seven students who enrolled in a writing course participated in the study. Their positive perception on peer feedback was enhanced after experiencing peer feedback. Even though they worry about their peers quality of feedback, it is not as bad as they worried. Peer feedback is beneficial to them in that it makes them engage in learning, and leads to an autonomous learning. In addition, it has many other useful purposes to students and teachers. The students are also talking about conditions for peer feedback activities; such as prior training, anonymous feedback, and group construction. Discussions are included based on the findings.