The Effects of the Peer Feedback Process on Reviewers’ Own Writing

Abstract

The purpose of this study is to determine which is more beneficial to improving learner writing: reviewing peer texts or one's own text. The study took place over one semester at a Japanese university with 51 students enrolled in two writing classes at two proficiency levels. The students at the lower proficiency level reviewed peer texts, while those at the higher proficiency level reviewed their own texts. Multiple task sheets were used in both classes for students to give detailed feedback on texts. To examine gains in writing quality, a comparative analysis was conducted on writing samples collected at the beginning and the end of the semester. A questionnaire survey was also conducted to investigate the students' perceptions towards the tasks. The results of the analysis indicated that the students who focused on reviewing their own texts made more total gains in score than did the students who focused on reviewing peer texts. On the other hand, a significant correlation was observed between score gains and perceived effectiveness of the task with the students who focused on reviewing peer texts. The pedagogical implications of the results are discussed.

Peer review and training: Pathways to quality and value in second language writing

“…In addition, given the presence of the few instances of self‐feedback and their contribution to text quality by the end of the semester, it seems reasonable to consider that learners in the trained group may have developed the ability to critically examine their own writing. Previous research has already reported the relevance of self‐feedback in promoting autonomous writers (Connor & Asenavage, ; Ferris, ; Wakabayashi, ). However, in the light of conflicted findings (Chang, ), more research needs to advance the current understanding on this topic.…”

Efectos de la comunicación dialógica en la mejora de la composición escrita en estudiantes de primaria

“…Estos aportes coinciden con los datos de otros trabajos en los que se pone de manifiesto que la enseñanza de estrategias de composición favorece el aprendizaje de la escritura (Wakabayashi, 2013;Valencia y Caicedo, 2015), y en los que las aportaciones entre compañeros ayudan a mejorar las propias producciones escritas (Paquette, 2009;Lam, 2010;Guzmán y Rojas-Drummond, 2012). Además, los hallazgos encontrados en este trabajo ilustran los beneficios que la enseñanza de las estrategias de composición en grupos interactivos ofrece a la mejora de las producciones textuales.…”

Teachers practices and beliefs regarding peer assessment in L2 writing classrooms at Jimma town, South-Western Ethiopia

“…All these improves listening, reading, speaking and writing), increases students critical thinking. In support of this study, Walkabayashi (2013) reported that through peer feedback, learners engage in critical evaluation of peer text for the purpose of exchanging helps for revision. Because learners can learn more about writing and revision by reading other's drafts critically, their awareness of what makes writing successful and effective can be enhanced.…”