Students’ Attitudes Toward Peer Feedback: Paving a Way for Students’ English Writing Improvement

Abstract

This study aimed at exploring students’ attitudes toward peer feedback to develop their English writing ability. A mixed methods research, an embedded experimental design, was adopted to elicit students’ viewpoints toward peer feedback making use of five-point Likert scale questionnaires comprising 36 statements and six open-ended questions, which were conducted to 21 undergraduate students majoring in English in one university in the three Southern border provinces of Thailand. For the data analysis, A paired samples t-test was quantitatively analyzed, wherereas content themantic analysis was adopted for qualitative data. The overall findings illustrated that the students had a positive attitude toward using peer feedback that achieved a high level in four domains in terms of the writing process, affective strategies, critical thinking skills and social interaction ability. From the result, it could also be seen that students understood about the writing strategy and were able to conduct peer feedback process more effectively, produced improved writing performance with better grammar structure. Additionally, discussing by peers evevated critical thinking skills and developed social skills through working collaboratively. Importantly, peer feedback process supports a student-centered approach and allows students to become more autonomous learners in writing. Consequently, peer feedback should be taken into consideration in the curricula of L2 writing.

Roles of Feedback to English Writing Improvement: Thai EFL Novice Writers in Higher Education

“…Moreover, they had greater opportunities to freely share their ideas as well as some language errors, namely misspelling, and punctuation which were corrected by their peers. These were in line with Allen & Katayama's (2016), Kuyyogsuy's (2019), and Yu & Hu's (2017) findings which vividly delineated that EFL students positively perceived peer feedback at a high level on writing revision. They were capable of attaining grammatical sentences and vocabulary accuracy as well as contributing ideas to other students to the more comprehensible passage of redrafting (Wang, 2014;Yastıbaş & Yastıbaş, 2015).…”

“…Two participants exemplified different feedback practices in terms of values and beliefs, goals and motives, and feedback experience. This is in line with the study of Kuyyogsuy (2019) which adopted an embedded experimental design to elicit twenty-one undergraduate students' attitudes towards peer feedback by five-point Likert scale questionnaires. Her results affirmed that students who perceived peer revision achieved at high levels positively underlying four domains comprising writing process, affective strategies, critical thinking skills, and social interaction ability.…”

Investigating EFL Students’ and Instructors’ Perceptions of Dictionary Usage in Writing Assessment

“…Such insights can help teachers assess and calibrate how the students and their peers feel and can change their outlooks accordingly. Given that writing is the most difficult component of EFL and ESL (Ahmed, 2019;Hamidnia et al, 2020;Karim & Nassaji, 2020;Kuyyogsuy, 2019;Liu & Wu, 2019;López-Serrano et al, 2019;Ma, 2020;Ngui et al, 2020;Tsuroyya, 2020), such findings would be significant for practice.…”

Indications of Paired- vs. Grouped-Peer Feedback on Students’ Writing Activities

“…In 2019, Kuyyogsuy [54] used mixed methods to research Thai university students' attitudes toward grouped-peer reviews. The research was performed by 21 undergraduate students in one university in three border provinces of Thailand.…”