Open AccessSalience of Student Written Feedback by Peer-Revision in EFL Writing Class
Author(s) -
Lijun Zhu
Publication year - 2017
Publication title -
english language teaching
Language(s) - English
Resource type - Journals
eISSN - 1916-4750
pISSN - 1916-4742
DOI - 10.5539/elt.v10n12p151
Subject(s) - peer feedback , salience (neuroscience) , psychology , class (philosophy) , composition (language) , peer evaluation , mathematics education , qualitative research , second language writing , qualitative property , pedagogy , higher education , computer science , linguistics , second language , cognitive psychology , social science , philosophy , artificial intelligence , machine learning , sociology , political science , law
The study investigates the incorporation and effectiveness of student written feedback and their attitudes towards peer feedback in writing class. Taking a qualitative case study approach, this study followes closely a class of thirty-two English juniors over one semester. Data sources include composition drafts, student written feedback and interviews. The data collected demonstrates that students generally accept peer feedback and incorporate most of their peers’ comments and suggestions into their writing revision and that peer feedback provides them with more chances to discuss with their peers and understand their peers’ suggestions on the composition improvement.