Promoting Peer Feedback in Developing Students’ English Writing Ability in L2 Writing Class

Abstract

The study aimed at investigating the effects of peer feedback on students' English writing ability in L2 writing class. A mixed-methods research, an embedded experimental design was employed, making use of a writing pretest and post-test and self-written reflection in the experiment. Data were quantitatively analyzed through a dependent simple t-test, and content was thematically analyzed for qualitative data. The participants were 21 undergraduate students majoring in English in the three southernmost border provinces of Thailand. The findings revealed that from the mean scores of the pretest and post-test, the students had made significant progress in their writing ability. Additionally, the effect size was calculated at 1.97, which means that its magnitude was "large". Moreover, students reflected that peer feedback was a worthwhile experience for social interaction, and provided them with perceiving the writing process, developing affective strategies, supporting critical thinking skills, and developing socially and intellectually by means of working collaboratively. In addition, it helped them practice to become more autonomous learners. As a result, peer feedback should be implemented in L2 writing classes.

The effect of structured versus unstructured collaborative pre-writing task on writing skills of the Iranian EFL students

“…The results are in line with the views of the supporters who highlighted the effectiveness of the students' interactions in developing their writing skills (e.g. Elola & Oskoz, 2010;Kuyyogsuy, 2019;Mazdayasna & Zaini, 2015;Neumann & McDonough, 2014a;Nikoopour & Aminifarsani, 2010;Wiggleworth & Storch, 2009). Additionally, results of the study concerning the second research question revealed that unstructured collaborative pre-writing tasks improved Iranian EFL learners' essay writing skills.…”

“…Purely collaborative tasks which have been merely done by students has been named structured collaborative tasks which involved merely students-students' interaction (e.g. Ameri-Golestan & Dousti, 2015;Elola & Oskoz, 2010;Kuyyogsuy, 2019;Mazdayasna & Zaini, 2015;Mercer & Littleton, 2007;Neumann & McDonough, 2014a;Nikoopour & Aminifarsani, 2010;Rashtchi & Beiki, 2015;Storch, 2005;Wiggleworth & Storch, 2009). Students-students' interaction (structured collaborative tasks) is in line with inter subjectivity theory.…”

Learner Motivation in the Efl Classrooms: Voices From a Bangladeshi University

“…A motivated language learner forms a deeper personal connection to what they learn and how they learn which positively influence on metacognition and learner autonomy (Liu, 2015;Soberg, 2018). It is therefore recommended that a strong language education system in Bangladesh is ensured to safeguard the responsibility of the teachers (Kaur, 2014;Nguyen & Walkinshaw, 2018), reformation of the course curricula and assessment system based on learning needs (Chowdhury & Haider, 2012;Emler et al, 2019;Kirkpatrick & Zang, 2011), provision of necessary environment and infrastructure (Cohen & Bhatt, 2012;Lodhi et al, 2019), and encourage the roles of students and their peers (Kaur, 2017;Kuyyogsuy, 2019;Mak & Wong, 2017) to develop learners' motivation and foster their autonomous learning opportunities.…”

The Impact of Peer Feedback on EFL Learners’ Writing Performance and Writing Anxiety

“…There are recent studies revealing the strengths of PF in developing EFL/ESL writing skills (Austria, 2017;Brusa & Harutyunyan, 2019;Khalil, 2018;Min, 2016). Kuyyogsuy (2019) investigated the influence of PF on students' writing ability. The findings showed that the students' writings had improved significantly.…”