Perceptions on Distance Peer Feedback in a Korean EFL Writing Context
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참고문헌
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초록
This study aims at examining college students’ perceptions on distancepeer feedback. Participants were 23 students, mostly beginners in Englishproficiency, and they received distance peer feedback over the course ofcompleting three writing tasks. To understand the students’ perceptions,the researcher analyzed the 60 written reflective notes that the feedbackreceivers wrote. The findings indicated that the analysis of the students’reflections illustrated 11 different categorical types under the four areas:writing-related, evaluative, reflective, and interactional. Although thestudents consistently paid attention to language-related feedback, theybecame more critical and reflective in evaluating their entire writingthrough peer feedback. It implies that distance collaboration peerfeedback can be one pedagogical strategy in teaching English writing.
Abstract
This study aims at examining college students’ perceptions on distancepeer feedback. Participants were 23 students, mostly beginners in Englishproficiency, and they received distance peer feedback over the course ofcompleting three writing tasks. To understand the students’ perceptions,the researcher analyzed the 60 written reflective notes that the feedbackreceivers wrote. The findings indicated that the analysis of the students’reflections illustrated 11 different categorical types under the four areas:writing-related, evaluative, reflective, and interactional. Although thestudents consistently paid attention to language-related feedback, theybecame more critical and reflective in evaluating their entire writingthrough peer feedback. It implies that distance collaboration peerfeedback can be one pedagogical strategy in teaching English writing.
참고문헌 (17)
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