The Effects of Giving Peer Feedback: Case Studies of Korean Learners of English
2
조회
0
다운로드
21
인용
0
참고문헌
키워드
초록
This study explores how giving peer feedback helps English language learners to write their own writing. To date, studies on second language writing have been mostly interested in how feedback English language learners received from peers affects their writing, and scholars seem to agree that it helps raise their awareness of audience, despite their limited proficiency. Using a case study methodology, this study compares three Korean learners of English enrolled in an intermediate writing class, focusing on their perceptions of peer feedback, the types of feedback given, and their revisions. The results reveal that even the act of giving peer feedback may help learners develop a critical view of writing and enable them to apply the same critical perspective to their own writing, resulting in their making the same kind of corrections they asked of their peers. The findings of this study show positive effects of giving peer feedback in addition to those of receiving it and thus suggest to writing teachers that they can utilize peer feedback in the class, the students’ limited proficiency and writing ability notwithstanding.
Abstract
This study explores how giving peer feedback helps English language learners to write their own writing. To date, studies on second language writing have been mostly interested in how feedback English language learners received from peers affects their writing, and scholars seem to agree that it helps raise their awareness of audience, despite their limited proficiency. Using a case study methodology, this study compares three Korean learners of English enrolled in an intermediate writing class, focusing on their perceptions of peer feedback, the types of feedback given, and their revisions. The results reveal that even the act of giving peer feedback may help learners develop a critical view of writing and enable them to apply the same critical perspective to their own writing, resulting in their making the same kind of corrections they asked of their peers. The findings of this study show positive effects of giving peer feedback in addition to those of receiving it and thus suggest to writing teachers that they can utilize peer feedback in the class, the students’ limited proficiency and writing ability notwithstanding.
참고문헌 (27)
- Arndt, V., "Response to Writing: Using Feedback to Inform the Writing Process, in Teaching Composition around the Pacific Rim: Politics & Pedagogy", pp.90~116 (1993), Multilingual Matters
- Is There an Audience in the Advanced EAP Composition Class? Paper presented at the 22nd Annual TESOL Convention, "Belcher, D. D.", ERIC, ~, pp.ERIC Document Reproduction Service No. ED 316028 (1988)
- Bell, J. H., "Using Peer Response Groups in ESL Writing Classes", TESL Canada Journal, 8(2), pp.65~71 (1991)
- Carson, J. G., "Writing Groups: Cross-cultural Issues", Journal of Second Language Writing, 3(1), pp.17~30 (1994)
- Carson, J. G., "Chinese Students' Perceptions of ESL Peer Response Group Interaction", Journal of Second Language Writing, 5(1), pp.1~19 (1996)
- Cohen, A., "Student Processing of Feedback on Their Compositions, in Learner Strategies in Language Learning", pp.57~69 (1987), Prentice Hall
- Connor, U., "Peer Response Groups in ESL Writing Classes: How Much Impact on Revision", Journal of Second Language Writing, 3(3), pp.257~276 (1994)
- Enginarlar, H, "Student Response to Teacher Feedback in EFL Writing", System, 21(2), pp.193~204 (1993)
- Ferris, D. R., "Student Reactions to Teacher Response in Multi-draft Composition Classrooms", TESOL Quarterly, 29(1), pp.33~53 (1995)
- Ferris, D. R., "Research on Peer Response, in Response to Student Writing: Implications for Second Language Students", pp.69~116 (2003), Lawrence Erlbaum
- Ferris, D. R., "Teaching ESL Composition: Purpose, Process, & Practice" (1998), Lawrence Erlbaum Associates
- Goldstein, L., "Feedback and Revision in Second Language Writing: Contextual, Teacher, and Student Variables, in Feedback in Second Language Writing", pp.185~205 (2006), Cambridge University Press
- Grabe, W., "Theory and Practice of Writing" (1996), Longman
- Hedgcock, J., "Feedback on Feedback: Assessing Learner Receptivity to Teacher Response in L2 Composing", Journal of Second Language Writing, 3(2), pp.141~163 (1994)
- Hedgcock, J, "Some Input on Input: Two Analyses of Student Response to Expect Feedback in L2 Writing", Modern Language Journal, 80(3), pp.237~308 (1996)
- Jacobs, G. M., "Feedback on Student Writing: Taking the Middle Path", Journal of Second Language Writing, 7(3), pp.307~318 (1998)
- Leki, I, "Potential Problems with Peer Responding in ESL Writing Classes", CATESOL Journal, 3, pp.5~19 (1990)
- Lundstrom, K., "To Give Is Better than to Receive: The Benefits of Peer Review to the Reviewers’ 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)
- Mendonça, C. O., "Peer Review Negotiations: Revision Activities in ESL Writing Instruction", TESOL Quarterly, 28(4), pp.745~769 (1994)
- Nelson, G. L., "ESL Students’ Perceptions of Effectiveness in Peer Response Group", Journal of Second Language Writing, 7(2), pp.113~131 (1998)
- Oshima, A., "Introduction to Academic Writing" (2007), Longman
- Radecki, P. M., "ESL Student Reaction to Written Comments on their Written Work", System, 16(3), pp.355~365 (1988)
- Tsui, A. B. M., "Do Secondary L2 Writers Benefit from Peer Comments", Journal of Second Language Writing, 9(2), pp.147~170 (2000)
- Villamil, O. S., "Peer Revision in the L2 Classroom: Social-cognitive Activities, Mediating Strategies, and Aspects of Social Behavior", Journal of Second Language Writing, 5(1), pp.51~76 (1996)
- 유호정, "The Dynamics of a Peer Response Group in a Mixed-Level Korean EFL Writing Class", 영어학연구, 17(1), pp.187~212 (2011), 한국영어학학회
- Zhang, S, "Reexamining the Affective Advantage of Peer Feedback in the ESL Writing Class", Journal of Second Language Writing, 4(3), pp.209~222 (1995)