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This study aimed to investigate and observe a correlation between the written corrective feedback and group-specific motives within four college students. In order to enhance the writing performances of these college students who have been regarded as unmotivated with the writing courses, the researcher designed a peer-reviewing task related to group-specific motives and observed the process of students’ implementation, modification, and the relation with WCF. This study covered two weeks and contained two writing assignments based on the actual manipulation of group-specific motives. In each writing assignment, students were followed the four aspects related to the group dynamics: goal-orientedness, norm and reward system, group cohesion, and classroom goal structures. Additionally, students completed the peer-reviewing tasks in each aspect, such as keeping learning journals, making study plans, and the classroom discussions. This study demonstrates qualitative method to collect data. The qualitative data were collected through several techniques, such as observations, reflections, student interviews, and learning journals. From the findings, these group-specific motives influenced these students’ WCF. These students performed better in writing learning than before. Both their writing performance and learning motivation were significantly enhanced. Moreover, they had positive attitude toward learning English and they apparently recognized the value of the writing training program. The results were shown in positive improvement in the WCF with group-specific motives. Furthermore, a peer relationship was built as one of the most precious fruits of the processes.

Are the Group-Specific Motives Working on the Peer-Reviewing Tasks of Writing Assignments?