An analysis of oral peer feedback comments on EFL student writing
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The purpose of this research is to explore what behaviors Korean EFL students exhibit during peer feedback in a university writing class. Fifteen students voluntarily participated in the study and the peer feedback recordings of eighteen pairs were analyzed in terms of the focus of feedback and the types of negotiation generated during oral peer feedback. The students commented on content (159), language issues (154), and organization (103) as well as writing styles (13) and others (15). They focused not only on the global aspects of writing but also on local aspects. The number of comments regarding global aspects was similar across pairs whereas the number of comments on grammar varied. In addition, a total of 18 types of negotiation were found across four pairs of students and the top four frequent negotiation types consisted of phatic comments (50), opinions (49), explanations of problems (42), and suggestions (40). The reviewers generated about 70 percent of the total comments and the nature of oral peer feedback was mostly one-way communication. The age and gender of the pairs also seemed to affect their interaction patterns. Some implications were suggested based on the findings
Abstract
The purpose of this research is to explore what behaviors Korean EFL students exhibit during peer feedback in a university writing class. Fifteen students voluntarily participated in the study and the peer feedback recordings of eighteen pairs were analyzed in terms of the focus of feedback and the types of negotiation generated during oral peer feedback. The students commented on content (159), language issues (154), and organization (103) as well as writing styles (13) and others (15). They focused not only on the global aspects of writing but also on local aspects. The number of comments regarding global aspects was similar across pairs whereas the number of comments on grammar varied. In addition, a total of 18 types of negotiation were found across four pairs of students and the top four frequent negotiation types consisted of phatic comments (50), opinions (49), explanations of problems (42), and suggestions (40). The reviewers generated about 70 percent of the total comments and the nature of oral peer feedback was mostly one-way communication. The age and gender of the pairs also seemed to affect their interaction patterns. Some implications were suggested based on the findings
참고문헌 (13)
- Berg, E. C., "The effects of trained peer response on ESL students’ revision types and writing quality", Journal of Second Language Writing, 8, pp.215~241 (1999)
- Caulk, N., "Comparing teacher and student responses to written work", TESOL Quarterly, 28, pp.181~188 (1994)
- 조수경, "The Effects of Giving Peer Feedback: Case Studies of Korean Learners of English", 영어학연구, 17(2), pp.101~125 (2011), 한국영어학학회[DOI]
- 조윤경, "The Effectiveness of Peer Feedback in Korean EFL Writing Classrooms", 영어교육연구, 17(4), pp.33~59 (2005), 팬코리아영어교육학회
- 최호성, "Interactional Details in Group Peer Feedback in an L2 Writing Class", 현대영어교육, 13(1), pp.133~147 (2012), 현대영어교육학회
- Hislop, J., "ESL students in peer review: An action research study in a university English for academic purposes course", University of Sydney Papers in TESOL, 12, pp.9~44 (2017)
- Kurihara, N., "Do peer reviews help improve student writing abilities in an EFL high school classroom?", TESOL Journal, 8, pp.450~470 (2016)
- 이귀분, "Korean College Students’ Reflections on Peer Reviews and Variables Involved in the Review Process", 영어교육, 71(1), pp.97~117 (2016), 한국영어교육학회[DOI]
- Lockhart, C., "Analyzing talk in ESL peer response groups: Stances, Functions, and content", Language Learning, 45, pp.605~655 (1995)
- Mendonça. C. O., "Peer review negotiations: Revision activities in ESL writing instruction", TESOL Quarterly, 28, pp.745~769 (1994)
- Min, H., "The effects of trained peer review on EFL students’ revision types and writing quality", Journal of Second Language Writing, 15, pp.118~141 (2006)
- Tusi, N., "Do secondary L2 writers benefit from peer comment?", Journal of Second Language Writing, 9, pp.147~170 (2000)
- Villamil, O. S., "Peer revision in the L2 classroom: Socialcognitive activities, mediating strategies, and aspects of social behavior", Journal of second language writing, 5, pp.51~75 (1996)