Interactional Details in Group Peer Feedback in an L2 Writing Class
2
조회
0
다운로드
13
인용
0
참고문헌
키워드
초록
The purpose of this study was to explore interactional details occurring in group peer feedback whose participants had different proficiency levels of English. The attention on peer feedback in the process of L2 writing has been paid enough to understand practical importance in developing L2 literacy. However, there was little inquiry in the peer feedback configuration of group, not paired feedback, which could disclose interactional dynamics. Through the interactional dynamics, we as researchers and practitioners in L2 writing can better understand the quality of peer feedback, instead of simply evaluating it from the differences between one draft before peer feedback and a subsequent draft after peer feedback. Therefore, this study examined interactional details in one group peer feedback session where four students provided feedback on one student’s writing. The feedback took place in for about 40 minutes when the writer moderated the feedback process. This study found that the group peer feedback session itself was learning process as they clarified, argued about, and acknowledged what they were reading, as well as proposing and demonstrating an ideal solution. This interaction analysis demonstrated that all of the members contributed to active interaction for the feedback discussion.
Abstract
The purpose of this study was to explore interactional details occurring in group peer feedback whose participants had different proficiency levels of English. The attention on peer feedback in the process of L2 writing has been paid enough to understand practical importance in developing L2 literacy. However, there was little inquiry in the peer feedback configuration of group, not paired feedback, which could disclose interactional dynamics. Through the interactional dynamics, we as researchers and practitioners in L2 writing can better understand the quality of peer feedback, instead of simply evaluating it from the differences between one draft before peer feedback and a subsequent draft after peer feedback. Therefore, this study examined interactional details in one group peer feedback session where four students provided feedback on one student’s writing. The feedback took place in for about 40 minutes when the writer moderated the feedback process. This study found that the group peer feedback session itself was learning process as they clarified, argued about, and acknowledged what they were reading, as well as proposing and demonstrating an ideal solution. This interaction analysis demonstrated that all of the members contributed to active interaction for the feedback discussion.
참고문헌 (22)
- Carson, J. G, "Writing groups: Cross-cultural issues", Journal of Second Language Writing, 3, pp.17~30 (1994)
- Chi, M. T. H, "The content of physics self-explanations", Journal of Learning Sciences, 1, pp.69~105 (1991)
- Ferris, D. R, "Response to student writing: Implications for second language students" (2003), Lawrence Erlbaum Associates
- Jones, R. H, "Interactional dynamics in online and face-to-face peer tutoring sessions for second language writers", Journal of Second Language Writing, 15, pp.147~170 (2006)
- King, A, "Facilitating elaborative learning through guided student-generated questioning", Educational Psychologist, 27, pp.111~126 (1992)
- King, A, "Discourse patterns for mediating peer learning, In Cognitive perspectives on peer learning", pp.87~115 (1999), Lawrence Erlbaum Associates
- Kroll, B, "Introduction: Teaching the next generation of second language writers, In Exploring dynamics of second language writing", pp.1~10 (2003), Cambridge University Press
- Lantolf, J. P, "Second language learning as a mediated process", Language Teaching: The International Abstracting Journal for Language Teachers and Applied Linguistics, 33, pp.79~96 (2000)
- Leki, I, "Potential problems with peer responding in ESL writing classes", CATESOL Journal, 3, pp.5~19 (1990)
- Liang, M-Y, "Using synchronous online peer response groups in EFL writing: Revision-related discourse", Language Learning & Technology, 14(1), pp.45~64 (2010)
- Lockhart, C, "Analyzing talk in ESL peer response groups: Stances, functions, and content", Language Learning, 45(4), pp.605~665 (1995)
- Mangelsdorf, K, "ESL student response stances in a peerreview task", Journal of Second Language Writing, 1(3), pp.235~254 (1992)
- Mendonca, C. O, "Peer review negotiations: Revision activities in ESL writing instruction", TESOL Quarterly, 28, pp.745~769 (1994)
- Nelson, G. L, "An L2 writing group: Task and social dimensions", Journal of Second Language, 1(3), pp.171~193 (1992)
- Vygotsky, L. S, "Mind in society: The development of higher psychological processes" (1978), Harvard University Press
- Webb, N. M, "Peer interaction and learning in small groups", International Journal of Educational Research, 13, pp.21~40 (1989)
- Webb, N. M, "Task related verbal interactions and mathematics learning in small groups", Journal for Research in Mathematics Education, 22, pp.366~389 (1991)
- Webb, N. M, "Promoting helping behavior in cooperative small groups in middle school mathematics", American Educational Research Journal, 31, pp.369~395 (1994)
- Webb, N. M, "Developing productive group interaction in middle school mathematics, In Cognitive perspectives on peer learning", pp.117~149 (1999), Lawrence Erlbaum Associates
- Wertsch, J, "Voices of the mind: A sociocultural approach to mediated action" (1991), Harvard University Press
- 유호정, "The Effects of Online Peer Feedback with TrackChanges and Synchronous Computer-Mediated Communication", 영어영문학21, 23(2), pp.197~214 (2010), 21세기영어영문학회
- 유호정, "The Dynamics of a Peer Response Group in a Mixed-Level Korean EFL Writing Class", 영어학연구, 17(1), pp.187~212 (2011), 한국영어학학회