The Impact of Peer Review on EFL Learners’ Writing Proficiency: Global and Local Aspects

Investigating conference feedback in Cambodian EFL class: students’ writing accuracy improvement and their views of the feedback

“…The first effective factor may relate to a clear goal and structure for the conferencing feedback, as it was aimed at helping students negotiate meanings before directing their attention to specific error types in the later stages. In line with this argument, other researchers, for example, Sotoudehnama and Pilehvari (2016), supported that students who were motivated to improve the meanings in the first step tended to produce better revisions in the next stages. Drawing evidence from the present study (see: Tables 2 & 3), Semantic and Lexical errors were initially higher than other items; however, these errors were minimized along with the decline of errors in other categories.…”

“…Research on the effects of conference feedback has been a vital area (Anast-May et al, 2011;Hyland & Hyland, 2006), as it is undertaken with a "one-on-one" dialogue (Al Noursi, 2014), or a discussion between teacher and students to improve a piece of writing (Boggs, 2019;Hyland & Hyland, 2006). Although several researchers, for example Demirel and Enginarlar (2016), Ho et al (2020), Huisman et al (2019), Klimova (2015), Angel et al (2017), Nurie (2020), Sotoudehnama and Pilehvari (2016), and Yamalee and Tangkiengsirisin (2019) argued that any kinds of feedback helps students become better writers in class and beyond, conference feedback has a distinct feature, as a process-oriented technique, for enhancing students' writing abilities to improve language accuracy and meaning in the written texts (Atai & Alipour, 2012;Chandler, 2003;Ekmekci, 2015;Lerner, 2005;Sotoudehnama & Pilehvari, 2016). In addition, this feedback focuses not only on teacher's feedback but also on teacher-student interactions along a writing process (Eckstein, 2013;Lerner, 2005) which helps develop students' writing skills and speaking abilities (Hyland & Hyland, 2006;Nosratinia & Nikpanjeh, 2015).…”

“…In addition, this feedback focuses not only on teacher's feedback but also on teacher-student interactions along a writing process (Eckstein, 2013;Lerner, 2005) which helps develop students' writing skills and speaking abilities (Hyland & Hyland, 2006;Nosratinia & Nikpanjeh, 2015). However, the study on the effects of conference feedback on Cambodian students' EFL writing has never been conducted in Cambodia although it has been widely recognized (Eckstein, 2013;Klimova, 2015;Nosratinia & Nikpanjeh, 2015;Sotoudehnama & Pilehvari, 2016) as an effective strategy for the writing classes. Without any preliminary studies, the teacher-researcher conceptualized conference feedback as a conversational-process design with a clear purpose, structure, and role for the teacher and the students to work on improving the accuracy of the written texts.…”

Exploring the Effects of Collaborative Peer Written Corrective Feedback on EFL Students’ Business English Writing Performance

“…Most peer feedback takes place in a collaborative environment . The givers benefit from WCF more than the receiver in both local and global aspects of writing regardless of their level of proficiency (Sotoudehnama & Pilehvari, 2016).…”

“…Students show a higer level of satisfaction when working together . Students learn more and more when exeriencing interacting and coperating with peers, corercting their written products, and recognizing and dealing with errors (Sotoudehnama & Pilehvari, 2016). Moreover, there exists a positive correlation between the number of errors and that of self-initiated error corrections .…”