Peer Feedback in Communicative Writing

概要

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The purpose of this study is to explore the general effect of peer feedback on L2 writing. The participants were 19 sophomore college students who were enrolled in training course for junior-high-school teaching of English. Separating into two groups according to their own preference to peer revision or self revision, they revised their first drafts in narrative genre. Three native speakers of English evaluated the second drafts of all the participants using a five point scale with three global criteria (content, organization, mechanics) for holistic scoring based on each rater's impression. Although precise analysis of data was scarcely possible due to the small student sample and short time for the survey, 90% of peer revision participants supported peer revision suggesting that it give them new perspectives on the writing process. However, their attention was overtly directed to corrections on mechanics. Further research will signify the connotative mechanism of peer feedback.