Effects of Peer Feedback on ESL Student Writers at Different Levels of English Proficiency: A Japanese ContextReport as inadecuate




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TESL Canada Journal, v23 n2 p12-39 Spr 2006

A study was conducted to explore the nature and effectiveness of peer feedback in EFL writing classrooms. High- and low-proficient Japanese EFL learners participated in the study where they exchanged comments with peers after receiving training in peer feedback. The two groups were compared in terms of their pre- and post-tests, original drafts and rewrites, peer comments and responses to the comments. It was found that peer feedback had overall positive effects on the compositions for both the high- and low-proficient students, with different patterns observed in the relationship between the comments and revisions that characterized the two groups.

Descriptors: Feedback (Response), English (Second Language), Second Language Learning, Foreign Countries, Peer Evaluation, Writing (Composition), Comparative Analysis, Instructional Effectiveness

TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin[at]tesl.ca; Web site: http://www.tesl.ca





Author: Kamimura, Taeko

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5396&id=EJ815736







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