Title: College Students' Experience on Peer Feedback in a Low-level Writing Class
Abstract: The study investigates students' perception on peer feedback activities in a
low-level ESL writing class. Four types of data was used; questionnaires,
interviews, a journal, and writing samples. Twenty-seven students who enrolled
in a writing course participated in the study. Their positive perception on peer
feedback was enhanced after experiencing peer feedback. Even though they
worry about their peers' quality of feedback, it is not as bad as they worried.
Peer feedback is beneficial to them in that it makes them engage in learning, and
leads to an autonomous learning. In addition, it has many other useful purposes
to students and teachers. The students are also talking about conditions for peer
feedback activities; such as prior training, anonymous feedback, and group
construction. Discussions are included based on the findings.
Publication Year: 2015
Publication Date: 2015-09-30
Language: en
Type: article
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