Student-Student Written Interactions During Peer Feedback in English Writing Instruction
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- HIROSE Keiko
- Aichi Prefectural University
Bibliographic Information
- Other Title
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- 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.
Journal
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- ARELE: Annual Review of English Language Education in Japan
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ARELE: Annual Review of English Language Education in Japan 20 (0), 91-100, 2009
The Japan Society of English Language Education
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Details 詳細情報について
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- CRID
- 1390001205822088064
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- NII Article ID
- 110008512372
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- ISSN
- 24320412
- 13448560
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- Text Lang
- en
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- Data Source
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- JaLC
- CiNii Articles
- KAKEN
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- Abstract License Flag
- Disallowed