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Patterns of peer feedback and learner proficiency in L2 writing

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한국영어교과교육학회 (The Korea English Education Society)|2020.11|영어교과교육 (Journal of the Korea English Education Society)|제19권 제4호|pp. 45-66|DOI 10.18649/jkees.2020.19.4.45

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참고문헌

키워드

writingpeer feedbacklearner proficiency작문동료 피드백학습자 수준

초록

This study explores to what extent high- and low-proficiency university students provide peer feedback and what kind of peer feedback each group prefers. This is considered in terms of the area (global vs. local), type (clarification, evaluation, suggestion, and alteration), and nature (revision-oriented vs. non-revision-oriented) of comments. To collect peer feedback data, the study employed a peer-review task where 118 Korean university students gave feedback on an unknown student’s first draft of an argumentative essay. The results show that the high-proficiency reviewers differed greatly from the low-proficiency counterparts in the quantity of peer feedback, with the former outperforming the latter. However, the two groups exhibited similar patterns of peer feedback in many ways. Both groups relied heavily on local comments, especially feedback on grammar, with a dearth of global comments such as content and organization. A similar tendency was true in the type of feedback in that both proficiency groups had the strongest preference for alteration comments. Notable as well is that the two groups produced a far higher proportion of revision-oriented comments than non-revision-oriented ones. On the basis of the findings, the study provides pedagogical suggestions to promote effective peer feedback interactions in L2 writing classrooms.

Abstract

This study explores to what extent high- and low-proficiency university students provide peer feedback and what kind of peer feedback each group prefers. This is considered in terms of the area (global vs. local), type (clarification, evaluation, suggestion, and alteration), and nature (revision-oriented vs. non-revision-oriented) of comments. To collect peer feedback data, the study employed a peer-review task where 118 Korean university students gave feedback on an unknown student’s first draft of an argumentative essay. The results show that the high-proficiency reviewers differed greatly from the low-proficiency counterparts in the quantity of peer feedback, with the former outperforming the latter. However, the two groups exhibited similar patterns of peer feedback in many ways. Both groups relied heavily on local comments, especially feedback on grammar, with a dearth of global comments such as content and organization. A similar tendency was true in the type of feedback in that both proficiency groups had the strongest preference for alteration comments. Notable as well is that the two groups produced a far higher proportion of revision-oriented comments than non-revision-oriented ones. On the basis of the findings, the study provides pedagogical suggestions to promote effective peer feedback interactions in L2 writing classrooms.

참고문헌 (41)

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관련 논문AI추천

Comparison of Peer Feedback by Undergraduate Korean Students and Native English Freshmen김훈밀팬코리아영어교육학회 · 영어교육연구2013 · 제25권 제3호Effects of Peer Feedback on L2 Students’ Writing강은영한국영어교과교육학회 · 영어교과교육2019 · 제18권 제2호Exploring the Talk in EFL Students’ Peer Feedback: Content, Perspectives, and Desire이영화팬코리아영어교육학회 · 영어교육연구2011 · 제23권 제1호The Effects of Giving Peer Feedback: Case Studies of Korean Learners of English조수경한국영어학학회 · 영어학연구2011 · 제17권 제2호An analysis of oral peer feedback comments on EFL student writing백지원팬코리아영어교육학회 · 영어교육연구2018 · 제30권 제4호A Study on the Role of Peer Feedback in High School Learners’ Writing김경숙, 서영미한국현대언어학회 · 언어연구2016 · 제32권 제3호

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