Reexamining the affective advantage of peer feedback in the ESL writing class

Zhang, Shuqiang

doi:10.1016/1060-3743(95)90010-1

Cited by 279 publications

(180 citation statements)

References 28 publications

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“…In terms of studies regarding peer feedback in English writing classrooms, Zhang (1995) pointed out that ESL students generally favour feedback from their teachers rather than peers. Students are generally unclear about the objective and benefits of peer feedback.…”

Section: Studies On Students' Perspectives Of Peer Feedbackmentioning

confidence: 99%

“…What is interesting to note is that research regarding peer feedback on L1 and L2 writing classes provided conflicting findings. In the case of L1 writing, studies showed that peer feedback was as effective as teacher comments whereas studies on L2 writing revealed that students mainly had doubts regarding the value of peer feedback (Zhang, 1995;Cheng & Warren, 1997). On the other hand, Chaudron (1984) conducted an attitude survey and found that students had a more positive attitude if feedback was received from native speakers, suggesting that "foreign students are cautious about the value of peer feedback as a source of aid in revising their writing" (p.10).…”

Section: Introductionmentioning

confidence: 99%

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Students’ Perspectives on the Use of Peer Feedback in an English as a Second Language Writing Class

Sukumaran¹,

Dass²

2014

J Interdiscip Res Educ

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Peer assessment and peer feedback are considered alternatives to teacher-based feedback and their effects on writing have been substantially researched. This study aims to examine the perspectives of a group of university students, who are mainly second language learners, on peer feedback in an English writing class. Many of the studies conducted on the perspectives of students regarding peer feedback provided conflicting findings. While some found that peer feedback was viewed with doubt and encouraged little revision, others found it helped learners to recognise their strengths and flaws in writing. This study aims to better understand students' perspectives regarding peer feedback and to identify the concerns raised by students involved in the study. The findings from this study revealed that the participants of the study had a positive perspective on the use of peer feedback and on the use of an online peer feedback tool. The study also showed that past experience did not contribute towards a negative perspective of peer feedback among the participants. The findings from this study are useful for future research in designing a better peer feedback process and improve its implementation.

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Section: Studies On Students' Perspectives Of Peer Feedbackmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Students’ Perspectives on the Use of Peer Feedback in an English as a Second Language Writing Class

Sukumaran¹,

Dass²

2014

J Interdiscip Res Educ

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“…Several researchers have found that students perceive peer feedback less favourably than teacher feedback because a peer is perceived as less competent (Leki, 1991;Lockhart & Ng, 1993;Zhang, 1995). Others advocate that most students welcome and use peer feedback as one kind of feedback to improve their writing (Jacobs, Curtis, Braine, & Huang, 1998;Tsui & Ng, 2000).…”

Section: Peer Feedback Source Feedback Perceptions and Performancementioning

confidence: 99%

“…Many students express concerns about the fairness of peer assessment (Sluijsmans, Dochy, & Moerkerke, 1999) and students frequently voice that evaluation is a role of the teacher (Brown, Irving, Peterson, & Hirschfeld, 2009;Zhang, 1995). Furthermore, the perceived or actual ability of both assessor and assessee (Kali & Ronen, 2008;Lin, Liu, & Yuan, 2001) appears to affect peer ratings and might have an important effect on both acceptance of peer feedback and application during subsequent performance.…”

mentioning

confidence: 99%

Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?

Strijbos

Narciss

Dünnebier

2010

Learning and Instruction

250

158

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“…This is particularly prominent in L2 writing context, since students as second language learners may be at differing stages of L2 development and thus have differing abilities to provide accurate, informative and useful feedback on L2 writing (e.g., Nelson & Murphy, 1993;Yang et al, 2006;Zhang, 1995). Students generally regard their teacher as the only authority capable of giving feedback on their L2 writing (e.g., Sengupta, 1998), which may well explain why there has been abundant L2 writing research comparing the efficacy of teacher and peer feedback for students' draft revisions and writing quality improvements (e.g., Chaudron, 1984;Connor & Asenavage, 1994;Crookes, Davis, & Caulk, 1994;Jacobs & Zhang, 1989;Mei & Yuan, 2010;Paulus, 1999;Shih-hsien, 2011;Tsui & Ng, 2000;Zhao, 2010) or exploring the effects of training on improving peer feedback quality and usage (e.g., Berg, 1999aBerg, , 1999bHu, 2005;Liou & Peng, 2009;Min, 2005Min, , 2006Min, , 2008Rahimi, 2013;Rollinson, 2005;Stanley, 1992;Zhu, 1995).…”

Section: Literature Reviewmentioning

confidence: 99%

How Proficiency-Pairing Affects Students’ Peer-Mediated Revisions of EFL Writing: Three Case Studies

Wang

2015

ELT

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The present study reports on a teacher's classroom-based research into the influence of proficiency-pairing on students' peer-mediated draft revisions. Three students of an EFL writing course at a Chinese university, who formed into peer dyads with their classmates voluntarily, participated in the study. Throughout the EFL writing course, they wrote five expository essays at different time points, had their EFL writing assessed by their peers, and revised their drafts based on the peer feedback received. Results showed that 1) When two students of high proficiency formed a dyad, a high-proficiency student's peer-mediated revisions were mainly about the global aspects of EFL writing; 2) When two students of intermediate proficiency formed a dyad, an intermediate-proficiency student's peer-mediated revisions were almost evenly distributed among the global and local aspects of EFL writing; 3) When a student of intermediate proficiency formed a pair with a student of low proficiency, the intermediate-proficiency student's peer-mediated revisions mainly centered on the local aspects of EFL writing. Implications are drawn for using multiple-peer groupings and fine-tuning teacher's feedback on the writing of students of differing proficiency in the Chinese EFL writing context.

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Reexamining the affective advantage of peer feedback in the ESL writing class

Cited by 279 publications

References 28 publications

Students’ Perspectives on the Use of Peer Feedback in an English as a Second Language Writing Class

Students’ Perspectives on the Use of Peer Feedback in an English as a Second Language Writing Class

Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?

How Proficiency-Pairing Affects Students’ Peer-Mediated Revisions of EFL Writing: Three Case Studies

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