Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention

Sato, Masatoshi

doi:10.1111/j.1540-4781.2013.12035.x

Cited by 107 publications

(94 citation statements)

References 91 publications

(107 reference statements)

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“…In other words, the students in this study recognized the potential value of peer feedback in strengthening their writing skills. The result concurs with prior research which also highlighted learners' beliefs and preferences for peer feedback due to its benefits in developing their writing (Ekşi, 2012;Sato, 2013;Yang et al, 2006;Zhao, 2014). Particularly, it strongly supports Sato's (2013) findings that "L2 learners see their classmates as learning resources" and "both peer interaction and peer CF [corrective feedback] were effective for language development" (p. 626).…”

Section: For Peer Feedback I Want To Work In Small Groups Of Three Osupporting

confidence: 81%

“…On the one hand, peer feedback helps to promote language learner autonomy in process approach to writing (Ekşi, 2012;Yang, Badger, & Yu, 2006), create a friendly and secure environment for language learners (Sato, 2013;Yang et al, 2006), and develop learners' writing skills in subsequent writing drafts (Diab, 2010;Lundstrom & Baker, 2009). On the other hand, popular concerns about true efficacy of peer feedback relate to students' limited knowledge of the language, trustworthiness of feedback provided by peers on a wide range of errors and students' inappropriate attitude towards peer response (see Hu, 2005).…”

Section: Peer Feedback In L2 Writingmentioning

confidence: 99%

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Peer Feedback Practice in EFL Tertiary Writing Classes

Nguyen¹

2016

ELT

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Peer feedback plays a pivotal role in stimulating students' participation in L2 writing, which has the potential to develop students' writing skills. The concept of metacognition has also been examined to facilitate learner writers in their learning process. As such, this study drawing upon the concept of metacognition explores the implementation of peer feedback in English as a foreign language (EFL) tertiary writing classes in Vietnam and based on the findings develops a peer feedback approach to enhance the learners' metacognition. Data were collected from semi-structured interviews with sixteen English majors and classroom observations in two English writing classes at a university in Vietnam. Content analysis of the data revealed that peer feedback was informally implemented in two EFL writing classes under study, which might suggest that few opportunities for the students to develop their metacognition could be provided in this current feedback approach. The findings also demonstrated the learners' expectations for changes in peer feedback practice in their writing classes. Thus, the study suggested a jigsaw peer feedback approach which met the participants' desires and simultaneously afforded the learners a number of opportunities to improve their metacognition in EFL writing contexts, especially in Vietnam. This study helps to extend the literature in peer feedback approach in L2 writing which is underpinned by the concept of metacognition and offers both pedagogical and theoretical implications in English language teaching (ELT).

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Section: For Peer Feedback I Want To Work In Small Groups Of Three Osupporting

confidence: 81%

Section: Peer Feedback In L2 Writingmentioning

confidence: 99%

Peer Feedback Practice in EFL Tertiary Writing Classes

Nguyen¹

2016

ELT

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“…First, it can strengthen their autonomy in multiple-draft feedback practices (Ekşi, 2012;Yang et al, 2006). Second, engaging in peer feedback by reviewing their writing helps to develop their vocabulary and understanding of sentence structure (Ekşi, 2012;Sato, 2013;Yang et al, 2006;Zhao, 2014). Third, opportunities for peer interaction help students establish mutual understanding by limiting misinterpretation or miscommunication, and in so doing they believe they can develop their speaking skills (Sato, 2013;Yang et al, 2006;Yu & Lee, 2014;Zhao, 2014).…”

Section: Students' Perceptionsmentioning

confidence: 99%

Multiple-Draft/Multiple-Party Feedback Practices in an EFL Tertiary Writing Course: Teachers’ and Students’ Perspectives

Nguyen¹,

Filipi²

2018

IES

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Based on various sources of data collection for a qualitative research project, the study reported in this paper set out to examine four teachers' and sixteen students' perceptions of a multiple-draft/multiple-party feedback approach to English as a Foreign Language (EFL) student writing. This approach had been implemented as a trial in a tertiary setting in Vietnam. Three sources of feedback at three phases were provided. These included (1) peer/group written and oral feedback on the students' first drafts, (2) a teaching assistant's written and oral feedback on their second drafts and (3) the lecturer's written feedback on their final drafts. Content analysis of the data revealed that all participants valued this multiple feedback approach because of its practicality and the quality of the feedback which participants believed contributed to writing improvement. Based on the participants' reactions, the study highlights the potential of multiple-draft/multiple-party feedback practices for improving English language writing in a tertiary context.

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“…Peer feedback has been studied by several researchers from different perspectives such as role of anxiety (Kurt & Atay, 2007;Rassaei, 2014), learner perceptions (Saito & Lyster, 2012;Sato, 2013), and teacher THE EFFICACY OF PEER FEEDBACK 922 perceptions (Lasagabaster & Sierra, 2005). In addition, a number of foreign language and second language studies have been addressed to explore the validity of using peer feedback in writing classes.…”

Section: Review Of Literaturementioning

confidence: 99%

The Efficacy of Peer Feedback in Turkish EFL Students’ Writing Performance

Khalil¹

2018

JLAS

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The overarching aim of this study is to find out the effects of peer feedback on Turkish EFL learners at pre-intermediate level. More specifically, the researcher sought to probe the strategies most suitable to these students by motivating them to scrutinize each other's writings and develop their own perceptions of the advantages of becoming more critical of their writing. By addressing these aims and objectives, the researcher hoped to discover the advantages and effects of peer feedback in improving the writing skills of these students. A mixture of both quantitative and qualitative methods was considered appropriate to meet the needs of research. A questionnaire on attitudes and writing tests were used to collect primary data for the study in order to gain information about the needs of the students and the suitable strategies required for peer reading, examining, and giving feedback. Semi-structured interviews were also conducted to examine the students' perceptions of peer feedback. Results of this study revealed that the peer feedback process helped learners in improving their writing performance as a result of which the students had a positive attitude towards using peer feedback in EFL classrooms. Based on the findings, implications for foreign language (FL) writing classes and suggestions for future studies are presented.Keywords: peer feedback, writing skill, English as a foreign language IntroductionOver the last three decades, ESL/EFL (English as a Second/Foreign Laguage) writing instruction has gradually developed from the traditional product-oriented approach to the process writing approach. Chnages in writing methodology have transformed feedback practices from using teacher written comments often supplemented with also peer feedback comments. So peer feedback is a crucial component in multi-drafts process oriented in the writing instructions. A crucial question that might be asked is what the peer feedback process means. There are a number of terms that are referred to peer feedback, such as peer assessment, peer evaluation, peer response, or peer review, but all of them share the same idea that commonly used in higher education and professional improvements. To illustrate, peer feedback is generally defined as the application of standards to read and respond on the work of peers whether oral or written. LIU and Hansen (2002) A source of information and interactants for each other in such a way that learners assume roles and responsibilities normally taken on by formally trained teacher, tutor, or editor in commenting on and critiquing each other's drafts in both written and oral formats in the process of writing. (LIU & Hansen, 2002, p. 75) Similarly, Farrah (2012) considered peer feedback as a way of engaging students in the process of sharing their ideas and receiving as well as offering constructive comments and suggestions for developing a piece of writing.The use of peer feedback in the ESL/EFL writing classrooms has been strongly supported by the theoretical stances, such as collabor...

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Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention

Cited by 107 publications

References 91 publications

Peer Feedback Practice in EFL Tertiary Writing Classes

Peer Feedback Practice in EFL Tertiary Writing Classes

Multiple-Draft/Multiple-Party Feedback Practices in an EFL Tertiary Writing Course: Teachers’ and Students’ Perspectives

The Efficacy of Peer Feedback in Turkish EFL Students’ Writing Performance

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