Effectiveness of Teacher and Peer Feedback: Through the Lens of Korean Tertiary Writing Classroom
2
조회
0
다운로드
8
인용
0
참고문헌
키워드
초록
This classroom-based research attempted to explore whether teacher and peer feedback can be effectively implemented in an EFL writing classroom at the tertiary level. Characteristics of teacher and peer feedback, students’ use of feedback along with perceived usefulness, and complementing effects of teacher and peer feedback were analyzed. Twenty students enrolled in an academic writing course participated in the study. Students engaged in drafting, revising, and editing stages of writing under the process approach. Data gathered were essay drafts, a survey on teacher and peer feedback, and interviews. The study found that teacher and peer feedback included various categories (e.g., identification, suggestion) and areas (e.g., thesis, organization) of feedback, yet teacher feedback was more balanced than peer feedback. Students found both teacher and peer reviews helpful and recognized the benefits of each, but they favored and incorporated more of the teacher feedback. The interviews, however, revealed that most students appreciated peer feedback because they could learn new perspectives and expressions. Students also felt less obliged to accept all of peers’ comments, compared to teachers’ feedback, leading them to critically evaluate their usefulness. Active verbal interactions and in-depth trainings were suggested to make both types of feedback more meaningful.
Abstract
This classroom-based research attempted to explore whether teacher and peer feedback can be effectively implemented in an EFL writing classroom at the tertiary level. Characteristics of teacher and peer feedback, students’ use of feedback along with perceived usefulness, and complementing effects of teacher and peer feedback were analyzed. Twenty students enrolled in an academic writing course participated in the study. Students engaged in drafting, revising, and editing stages of writing under the process approach. Data gathered were essay drafts, a survey on teacher and peer feedback, and interviews. The study found that teacher and peer feedback included various categories (e.g., identification, suggestion) and areas (e.g., thesis, organization) of feedback, yet teacher feedback was more balanced than peer feedback. Students found both teacher and peer reviews helpful and recognized the benefits of each, but they favored and incorporated more of the teacher feedback. The interviews, however, revealed that most students appreciated peer feedback because they could learn new perspectives and expressions. Students also felt less obliged to accept all of peers’ comments, compared to teachers’ feedback, leading them to critically evaluate their usefulness. Active verbal interactions and in-depth trainings were suggested to make both types of feedback more meaningful.
참고문헌 (35)
- Berg, E. C., "The effects of trained peer response on ESL students' revision types and writing quality", Journal of Second Language Writing, 8(3), pp.215~241 (1999)
- Carson, J. G., "Chinese students' perceptions of ESL peer response group interaction", Journal of Second Language Writing, 5(1), pp.1~19 (1996)
- 최재호, "Does Peer Feedback Affect L2 Writers’ L2 Learning, Composition Skills, Metacognitive Knowledge, and L2 Writing Anxiety?", 영어교육, 68(3), pp.187~213 (2013), 한국영어교육학회[DOI]
- Diab, N. M., "Effects of peer-versus self-editing on students’ revision of language errors in revised drafts", System, 38(1), pp.85~95 (2010)
- Eksi, G. Y., "Peer review versus teacher feedback in process writing: How effective?", International Journal of Applied Educational Studies, 13(1), pp.33~48 (2012)
- Ferris, D. R., "Student reactions to teacher response in multiple‐draft composition classrooms", TESOL Quarterly, 29(1), pp.33~53 (1995)
- Ferris, D. R., "The influence of teacher commentary on student revision", TESOL Quarterly, 31(2), pp.315~339 (1997)
- Ferris, D. R., "Perspectives on response", pp.81~104 (2006), Cambridge University Press
- Ferris, D., "Preparing teachers to respond to student writing", Journal of Second Language Writing, 16(3), pp.165~193 (2007)
- Han, Y., "Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom", Journal of Second Language Writing, 30, pp.31~44 (2015)
- Hansen, J. G., "Guiding principles for effective peer response", ELT journal, 59(1), pp.31~38 (2005)
- Harmer, J, "How to teach writing" (2004), Longman
- Hu, G., "Using peer review with Chinese ESL student writers", Language Teaching Research, 9(3), pp.321~342 (2005)
- Hyland, F., "ESL writers and feedback : Giving more autonomy to students", Language Teaching Research, 4(1), pp.33~54 (2000)
- Lam, R., "A peer review training workshop : Coaching students to give and evaluate peer feedback", TESL Canada Journal, 27(2), pp.114~127 (2010)
- Lee, G., "Constructing trust between teacher and students through feedback and revision cycles in an EFL writing classroom", Written Communication, 25(4), pp.506~537 (2008)
- Lee, I., "Understanding teachers’ written feedback practices in Hong Kong secondary classrooms", Journal of Second Language Writing, 17(2), pp.69~85 (2008)
- Lee, I., "Student reactions to teacher feedback in two Hong Kong secondary classrooms", Journal of Second Language Writing, 17(3), pp.144~164 (2008)
- Lundstrom, K., "To give is better than to receive : The benefits of peer review to the reviewer's own writing", Journal of Second Language Writing, 18(1), pp.30~43 (2009)
- Mangelsdorf, K., "Peer reviews in the ESL composition classroom: What do the students think?", ELT Journal, 46(3), pp.274~284 (1992)
- Min, H. T., "Training students to become successful peer reviewers", System, 33(2), pp.293~308 (2005)
- Min, H. T., "The effects of trained peer review on EFL students’ revision types and writing quality", Journal of Second Language Writing, 15(2), pp.118~141 (2006)
- EFL reading and writing, "Teaching ESL", pp.2009, Nation, I. S. P.
- Paltridge, B., "Teaching academic writing: An introduction for teachers of second language writers" (2009), University of Michigan Press
- 박정연, "Benefits of the Process Approach in L2 Writing: From the Prospective Teachers’ Perspectives", 언어과학연구, (82), pp.117~136 (2017), 언어과학회[DOI]
- Paulus, T. M., "The effect of peer and teacher feedback on student writing", Journal of Second Language Writing, 8(3), pp.265~289 (1999)
- Rollinson, P., "Using peer feedback in the ESL writing class", ELT Journal, 59(1), pp.23~30 (2005)
- Stanley, J., "Coaching student writers to be effective peer evaluators", Journal of Second Language Writing, 1(3), pp.217~233 (1992)
- Tsui, A. B., "Do secondary L2 writers benefit from peer comments?", Journal of Second Language Writing, 9(2), pp.147~170 (2000)
- Wang, W., "Students’ perceptions of rubric-referenced peer feedback on EFL writing : A longitudinal inquiry", Assessing Writing, 19, pp.80~96 (2014)
- Wenting, L. I. U., "Impacts of peer response on the cultivation of English writing ability", Cross-Cultural Communication, 12(7), pp.14~17 (2016)
- Yang, M., "A comparative study of peer and teacher feedback in a Chinese EFL writing class", Journal of Second Language Writing, 15(3), pp.179~200 (2006)
- Yu, S., "Understanding EFL students’ participation in group peer feedback of L2 writing : A case study from an activity theory perspective", Language Teaching Research, 19(5), pp.572~593 (2015)
- Zamel, V., "Writing : The process of discovering meaning", TESOL Quarterly, 16(2), pp.195~209 (1982)
- Zhu, W., "Effects of training for peer response on students' comments and interaction", Written Communication, 12(4), pp.492~528 (1995)