scholarly journals Applying Direct Peer Feedback to Foster Vocational School Students’ English Writing Performance

2018 ◽  
Author(s):  
Sujito Sujito ◽  
Emilia Yunita ◽  
Trisno Tunggal Rahayu Wilujeng ◽  
Rina Widjajanti ◽  
Wildan Muttaqin
Keyword(s):  
Peer Feedback ◽  
Vocational School ◽  
School Students ◽  
Writing Performance ◽  
English Writing

The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students

2020 ◽  
pp. 000283122094526 ◽  
Author(s):  
Yong Wu ◽  
Christian D. Schunn
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Writing Skills ◽  
Peer Feedback ◽  
Writing Quality ◽  
School Students ◽  
Writing Performance ◽  
Writing Ability

Research has shown that engaging students in peer feedback can help students revise documents and improve their writing skills. But the mechanistic pathways by which skills develop have remained untested: Does receiving and providing feedback lead to learning because it produces more extensive revision behavior or is such immediate implementation of feedback unnecessary? These pathways were tested through analyses of the relationships between feedback provided and received, feedback implemented and overall revisions, and improved writing quality in a new article. Overall, the number of revisions predicted growth in writing ability, and both amount of received and provided feedback were associated with being more likely to make revisions. However, providing feedback was also directly related to growth in writing ability.

An Analysis of Variables Affecting Korean ESL Students’ English Writing Performance

2019 ◽  
Vol 26 (4) ◽  
pp. 45-65
Author(s):  
Misook Kim ◽  
◽  
Dong Ju Lee
Keyword(s):  
Esl Students ◽  
Writing Performance ◽  
English Writing

Improving English L2 Writing in Web Communication: Can Peer Feedback Help?

Fachsprache ◽  
2018 ◽  
Vol 40 (3-4) ◽  
pp. 94-121
Author(s):  
Marian Flanagan ◽  
Carmen Heine
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Skills ◽  
Peer Feedback ◽  
Status Quo ◽  
Teacher Feedback ◽  
Written Feedback ◽  
Feedback Process ◽  
English Writing ◽  
Web Communication

As teachers of English as a second language (L2) in web communication, our aim is to help L2 students improve their spoken and written English language skills. Teacher feedback has been shown to do this in some cases. However, only using teacher feedback can put huge pressure on the teacher, both in terms of time and resources. This paper describes and discusses our attempt at introducing peer feedback as an additional way of providing students with feedback on their English writing. Before conducting this study, we did not know if peer feedback would be feasible in our teaching environment or whether it would benefit the students and teachers. Our aim was to establish a status quo of our students’ abilities in providing and implementing peer feedback. We introduced peer-feedback tasks and focused on the types of feedback provided by the students, the phrasing of the feedback, both when implemented and not implemented by the students, and the types of revisions made by the students. Our findings allowed us to develop peer-feedback process guidelines for web communication as a way towards improving written feedback processes in higher education, and hopefully for others to adapt and implement in their own communication classrooms.

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