Student-Student Written Interactions During Peer Feedback in English Writing Instruction

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Other Title
  • ライティング指導におけるピアフィードバック : 学習者はどうフィードバックしあうか

Abstract

This paper examines student-student written interactions during peer feedback activities in a semester-long English writing instruction. Fifteen students with no prior peer feedback experience participated in the activities in pairs. In order to explore how they interacted with their partners and with their partners' compositions, their written feedback was analyzed in light of negotiation categories such as questions, explanations, restatements, suggestions, grammar corrections, and reactions. These categories, with the exception of grammar corrections, were further classified into seven aspects of compositions. The analysis found not only diverse interactions between peers but also individual variations in such interactions. The findings imply peer feedback provides students ample opportunities of reading and writing for communication and of learning from each other both academically and socially through interactive negotiations. The paper also suggests some directions for future studies.

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Details 詳細情報について

  • CRID
    1390001205822088064
  • NII Article ID
    110008512372
  • DOI
    10.20581/arele.20.0_91
  • ISSN
    24320412
    13448560
  • Text Lang
    en
  • Data Source
    • JaLC
    • CiNii Articles
    • KAKEN
  • Abstract License Flag
    Disallowed

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