Peer feedback in second language writing: Investigating junior secondary students' perspectives on inter-feedback and intra-feedback

System ◽  
2015 ◽  
Vol 55 ◽  
pp. 1-10 ◽  
Author(s):  
Man-Kit Lee
Keyword(s):  
Second Language ◽  
Secondary Students ◽  
Second Language Writing ◽  
Peer Feedback ◽  
Junior Secondary ◽  
Language Writing

Reducing Second Language Writing Anxiety

2021 ◽  
pp. 28-47
Author(s):  
Bashak Tarkan-Blanco
Keyword(s):  
Second Language ◽  
Secondary Students ◽  
Academic Writing ◽  
Second Language Writing ◽  
Self Regulation ◽  
Esl Students ◽  
Writing Assignments ◽  
Writing Anxiety ◽  
Language Writing ◽  
Writing Assignment

Academic writing is a difficult task for many post-secondary students in the U.S. However, it is particularly challenging for ESL students due to linguistic and cognitive factors. This challenge may lead to second language writing anxiety (SLWA), as a result of which some students may perform poorly on writing assignments and eventually fail the course. Although previous research studies offer instructional strategies to address SLWA, they are insufficient in their theoretical basis and practical application. Thus, this paper fills that gap by situating those pedagogical recommendations within their theoretical foundations and includes a sample writing assignment with a student self-regulation checklist.

Peer feedback in second language writing (2005–2014)

2016 ◽  
Vol 49 (4) ◽  
pp. 461-493 ◽  
Author(s):  
Shulin Yu ◽  
Icy Lee
Keyword(s):  
Second Language ◽  
Group Dynamics ◽  
Second Language Writing ◽  
Peer Feedback ◽  
L2 Writing ◽  
Future Research ◽  
Cultural Issues ◽  
Computer Mediated ◽  
Language Writing ◽  
Critical Interpretation

This article reviews research on peer feedback in second language (L2) writing published in the last decade (i.e. 2005–2014). We analyse first the theoretical underpinnings that have informed both peer feedback research and the pedagogical use of peer feedback in L2 writing instruction. We also provide a critical interpretation of existing peer feedback research and discuss seven important themes emerging from the literature, that is, (1) effectiveness of peer feedback compared with teacher and self-feedback; (2) benefits of peer feedback for feedback-givers; (3) computer-mediated peer feedback; (4) peer feedback training; (5) student stances and motives; (6) peer interaction and group dynamics; and (7) cultural issues in peer feedback. Next, we examine the contextual and methodological issues in peer feedback research and then conclude the article with implications for future research.

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