The Dynamics of a Peer Response Group in a Mixed-Level Korean EFL Writing Class
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초록
The purpose of this study is to investigate the dynamics of a peer response group in a mixed-level Korean EFL writing class. Although some reservations in peer feedback (e.g. relation between peer feedback and revision, cultural aspects, detailed descriptions of the peer feedback process, etc.) have been addressed, peer feedback has been considered as a productive option in evaluating student writing, especially with adequately trained students. On the foundation of the so-far-conducted studies, what needs to be done to expand our perspective on peer feedback is to look into varying writing contexts since the insight into peer feedback mostly results from the research outcomes from the North-American ESL context. This study is conducted in the academic context in Korea. Four students are served as participants whose majors are English education. The data for this study include students’ first drafts, transcripts of group peer feedback workshop, students’ subsequent drafts, and interview transcripts. The focus of this inquiry will be on the roles and interactions of each student in a mixed-group feedback, feedback types, revision after the group peer feedback, and the students’ perception on the mixed-group feedback. The results of this study will shed light on the pedagogical approach in a large and mixed-level writing classroom in relation to group configuration, peers’ reaction in groups, and effects of such peer feedback workshop.
Abstract
The purpose of this study is to investigate the dynamics of a peer response group in a mixed-level Korean EFL writing class. Although some reservations in peer feedback (e.g. relation between peer feedback and revision, cultural aspects, detailed descriptions of the peer feedback process, etc.) have been addressed, peer feedback has been considered as a productive option in evaluating student writing, especially with adequately trained students. On the foundation of the so-far-conducted studies, what needs to be done to expand our perspective on peer feedback is to look into varying writing contexts since the insight into peer feedback mostly results from the research outcomes from the North-American ESL context. This study is conducted in the academic context in Korea. Four students are served as participants whose majors are English education. The data for this study include students’ first drafts, transcripts of group peer feedback workshop, students’ subsequent drafts, and interview transcripts. The focus of this inquiry will be on the roles and interactions of each student in a mixed-group feedback, feedback types, revision after the group peer feedback, and the students’ perception on the mixed-group feedback. The results of this study will shed light on the pedagogical approach in a large and mixed-level writing classroom in relation to group configuration, peers’ reaction in groups, and effects of such peer feedback workshop.
참고문헌 (25)
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