Using peer or teacher feedback for improving writing
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概要
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This paper reports the results of a one-year study on the effects of peer versus teacher feedback for improving writing. The study involved 141 subjects assigned to six classes by placement exams. Classes were divided into three pairs of approximately the same levels;upper-beginner, lower-intermediate and upper-intermediate, and each pair was assigned to a teacher. The pairs were then divided into peer or teacher feedback groups. Subjects in both groups received the same materials and instruction. The treatment group(peer feedback-PF)took part in peer-conferencing sessions on both the content and grammar of their essay drafts using proofreading checklists. The PF group received no grammatical correction from the teacher. The control group (teacher feedback-TF)used the checklists individually and received teacher feedback(TF)on specific checklist items. Both groups were administered pre-and post-test essay exams, which were rated according to a standard composition profile rating sheet. The results of the study indicated there was no statistically significant difference between subjects' improvement for treatment, supporting the researchers' hypothesis that peer-feedback would be as effective as teacher feedback for improving scores of overall writing ability. In addition, although there was no statistically significant difference in degree of overall improvement, results indicated subjects in the PF group showed a slightly greater degree of improvement in content area scores.
- 社団法人大学英語教育学会の論文
- 1992-09-08
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