Investigating learners’ understanding of peer and teacher feedback on EFL writing
2011 (English)In: Assessing Writing: An International Journal, ISSN 1075-2935, Vol. 15, no 1, 3-17 p.Article in journal (Refereed) Published
Existing comparative studies between peer and teacher feedback in English writing classes have predominantlyused frequency measures of peer and teacher feedback in learners’ revisions to suggest their relativevalues for developing learners’ writing proficiency. However, learners do not necessarily understand thefeedback that is used in their redrafts.This study distinguished learners’ use from their understanding of peer and teacher feedback. EighteenChinese university English learners participated in the study for sixteen weeks. Three research methodswere adopted: (a) content analyses of learners’ use of feedback, (b) stimulated recall interviews on learners’understanding of feedback, and (c) interviews on the factors that affected learners’ responses to feedback.The findings suggested that the learners used more teacher than peer feedback in their redrafts. However,interviews with these learners revealed that they used a larger percentage of teacher feedback than peerfeedback without understanding its significance or value. Student interviews uncovered learners’ passiveacceptance of teacher feedback and the facilitative role of first language use in peer interaction.This study suggests that learners’ understanding of feedback should be taken as at least an equally importantfactor as learners’ use of feedback in examining the relative value of peer and teacher feedback for developinglearners’ writing proficiency.
Place, publisher, year, edition, pages
Elsevier, 2011. Vol. 15, no 1, 3-17 p.
Learners’ use and understanding of feedback; Stimulated recall interviews; Peer feedback; Teacher feedback; EFL writing; Chinese university English learners
Research subject Education
IdentifiersURN: urn:nbn:se:umu:diva-56837DOI: 10.1016/j.asw.2010.01.002OAI: oai:DiVA.org:umu-56837DiVA: diva2:537771