Peer Feedback on Writing by Japanese College Students

Year 2019, Volume: 12, 37 - 43, 26.02.2019

Yoko Shırasu Hiromi Martın

Abstract

This
study examined 33 Japanese university students’ writing feedback assessments to
investigate how learners of English as a second language paid attention to peer feedback. Using quantitative and
qualitative data from feedback on writing compositions, we looked at: (1)
word-level language-related points such as plural and third person singular –s
and, (2) essay writing at a structural level including topic, supporting, and
conclusion sentences. Participants used a rubric table to give feedback to each
other. The result showed that learners paid more attention to word-level
language-related points than structural ones. Our findings demonstrate the
benefits of should conducting writing feedback activities among peers in a
classroom. Additionally, the research indicates that, and how teachers should
conduct more learners-centered writing in an active learning classroom.

Keywords

Peer feedback, L2, Writing assessment, Structures, ESL writing

References

• Amran, R., Yokoyama, F., & Nishino, K. (2016). Development of active learning methods of English in Japanese high schools to support student activities in group discussions. Procedia Computer Science, 96, 1471-1478. Kuru, Y., Otoshi, J., Masaki, M., & Kinshi, K. (2011). Examining an EFL writing rubric in classroom use. The Writing Research Group, JACET Knasai Chapter, 9, 13-25. Master, P. (1995). Consciousness raising and article pedagogy. In D. Belcher & G. Braine (Eds.),Academic writing in a second language: Essays on research and pedagogy (pp. 183-205). Norwood, NJ: Ablex. Matsumoto, Shibayama, Narushige, Brantley. (2018). TOEIC L&R Test Kanzen Moshi 900. J Research, (eds.), 14-15, & 26-27. Okugiri, M., Ijuin, I., & Komori, K. (2014). Nihonjin eigo gakushūsha niyoru ikenbun no ronri tenkai: gengo keishiki to sono gakushūsha ni chakumoku shita [A case study of the rhetorical patterns in argumentative writings by Japanese learners of English]. Proceedings of the 17th Conference of the Pragmatic Society of Japan, 243-246. Paulus, T. (1999). The effect of peer and teacher feedback on student writing. Journal of Second Language Writing, 8(3), 265-289. Suzuki, M. (2008). Japanese learners’ self-revisions and peer revisions of their written compositions in English. TESOL Quarterly, 42(2), 209-233. Wang, W. (2014). Students’ perceptions of rubric-referenced peer feedback on EFL writing: A longitudinal inquiry. Assessing Writing, 19, 80-96.