Effects of Peer Feedback on EFL Student Writers at Different Levels of English Proficiency: A Japanese Context

Taeko Kamimura

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EFL/ESL Teaching and Learning Student Assessment and Feedback Second Language Acquisition and Learning

Abstract

A study was conducted to explore the nature and effectiveness of peer feedback in EFL writing classrooms. High- and low-proficient Japanese EFL learners participated in the study where they exchanged comments with peers after receiving training in peer feedback. The two groups were compared in terms of their pre and post-tests, original drafts and rewrites, peer comments, and responses to the comments. It was found that peer feedback had overall positive effects on the compositions for both the high- and low-proficient students, with different patterns observed in the relationship between the comments and revisions that characterized the two groups.

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References

2000Do Secondary L2 Writers Benefit from Peer Comments?1996Peer revision in the L2 classroom: Social-cognitive activities, mediating strategies, and aspects of social behavior 1999The effects of trained peer response on ESL students' revision types and writing quality 1994Peer Review Negotiations: Revision Activities in ESL Writing Instruction 1995Reexamining the affective advantage of peer feedback in the ESL writing class 1990Feedback in the writing process: a model and methods for implementation 1996Chinese students' perceptions of ESL peer response group interaction 1994Peer response groups in ESL writing classes: How much impact on revision?

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