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Effects of Blended Peer Feedback Modes on Learners’ Writing Performance and Perspectives

차윤정
한국멀티미디어언어교육학회 (Korea Association of Multimedia-Assisted Language Learning)|2014.06|멀티미디어 언어교육 (Multimedia-Assisted Language Learning)|제17권 제2호|pp. 11-42|DOI 10.15702/mall.2014.17.2.11

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참고문헌

키워드

blended peer feedbackACMC modeSCMC modecontent and grammar feedback
주제분류영어와문학

초록

This study explored the effective use of blended peer feedback modes (Synchronous Computer-MediatedCommunication: SCMC and Asynchronous Computer-Mediated Communication: ACMC) and types(grammar and content feedback) in different writing stages. The participants were thirty-three universitystudents enrolled in an English writing class. They were assigned to eleven peer feedback groups andinstructed to write an explanatory essay, provide blended peer feedback, and revise the first drafts based onthe peer feedback. Four research aims were as follows: 1) the quantity and quality of discourse functionsgenerated from both chat scripts (SCMC) and bulletin board files (ACMC), 2) implementation of peerfeedback, 3) writing improvements between the first drafts and the final versions and 4) the participants’perspectives on the overall peer feedback process. Findings showed that discourse functions weregenerated more from SCMC used feedback than that of ACMC. More than 80% of the given feedback wereincorporated and revised. Moreover, significant difference was found in the writing improvements. Lastly,the participants generally liked peer feedback sessions and they felt it was beneficial in improving their essayquality. Pedagogical implications of the blended peer feedback process are discussed.

Abstract

This study explored the effective use of blended peer feedback modes (Synchronous Computer-MediatedCommunication: SCMC and Asynchronous Computer-Mediated Communication: ACMC) and types(grammar and content feedback) in different writing stages. The participants were thirty-three universitystudents enrolled in an English writing class. They were assigned to eleven peer feedback groups andinstructed to write an explanatory essay, provide blended peer feedback, and revise the first drafts based onthe peer feedback. Four research aims were as follows: 1) the quantity and quality of discourse functionsgenerated from both chat scripts (SCMC) and bulletin board files (ACMC), 2) implementation of peerfeedback, 3) writing improvements between the first drafts and the final versions and 4) the participants’perspectives on the overall peer feedback process. Findings showed that discourse functions weregenerated more from SCMC used feedback than that of ACMC. More than 80% of the given feedback wereincorporated and revised. Moreover, significant difference was found in the writing improvements. Lastly,the participants generally liked peer feedback sessions and they felt it was beneficial in improving their essayquality. Pedagogical implications of the blended peer feedback process are discussed.

참고문헌 (43)

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관련 논문AI추천

Effects of Online Peer Feedback Using CMC Instrument차윤정한국영어교육학회 · 영어교육2009 · 제64권 제4호Peer Feedback Using Blended Learning in L2 Writing at the University Level소리, 이충현한국영어교육학회 · 영어교육2012 · 제67권 제3호Comparison between the Effects of SCMC and SCMC with Peer Feedback on EFL Writing정은미한국멀티미디어언어교육학회 · 멀티미디어 언어교육2010 · 제13권 제2호The Effects of Online Peer Feedback with TrackChanges and Synchronous Computer-Mediated Communication유호정, 최호성21세기영어영문학회 · 영어영문학212010 · 제23권 제2호An Analysis of Synchronous Interaction and its Influence on EFL Writers’ Revisions박은애, 차윤정한국멀티미디어언어교육학회 · 멀티미디어 언어교육2010 · 제13권 제2호The Incorporation of Mitigation Strategies in Peer Response to L2 Writing via Computer-Mediated Communication이충현, 표지훈외국어교육연구소 · 외국어교육연구2020 · 제34권 제4호

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