Peer Feedback on Writing by Japanese College Students

Yıl 2019, Cilt: 12, 37 - 43, 26.02.2019

Yoko Shırasu Hiromi Martın

Öz

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.

Anahtar Kelimeler

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

Kaynakça

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