Exploring a Collaborative Approach to Peer Feedback in EFL Writing: How Do Students Participate?

IF 3.6 2区 文学 Q1 LINGUISTICS
Kaiyang Guo, Xinyu Chen, Shen Qiao
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引用次数: 1

Abstract

Although prior studies have suggested the benefits of a collaborative approach to providing peer feedback in EFL writing, little is known about how students engage in collaborative peer feedback (CPF) activities. This paper reports on a case study involving five Chinese EFL students who collaboratively provided feedback on five argumentative essays written by their peers. We examined the CPF results generated by the students and found that they paid more attention to content-related issues and that negative feedback was more frequent than positive feedback. We also investigated the steps that the students took during CPF and the collaboration skills that they adopted. This revealed a four-step CPF procedure that included initiation, planning, deliberation and summarisation. Furthermore, our analysis showed that the students effectively used six of the nine social process skills in the framework of Hesse et al.: action, interaction, task completion, adaptive responsiveness, negotiation and responsibility initiative. However, the other three skills, namely audience awareness, self-evaluation and transactive memory, were not sufficiently applied. We suggest that EFL teachers integrate CPF into writing classrooms to enhance students’ peer feedback performance. To enable successful CPF, teachers should help develop their students’ collaboration skills.
探索英语写作同伴反馈的合作方式:学生如何参与?
尽管先前的研究已经表明,在英语写作中采用合作方式提供同伴反馈的好处,但对学生如何参与合作同伴反馈(CPF)活动知之甚少。本文报告了一个案例研究,涉及五名中国英语学生,他们合作对同伴写的五篇议论文进行反馈。我们检查了学生产生的CPF结果,发现他们更关注与内容相关的问题,负面反馈比正面反馈更频繁。我们还调查了学生在CPF期间采取的步骤以及他们采用的协作技能。这揭示了CPF的四步程序,包括启动、规划、审议和总结。此外,我们的分析表明,学生有效地使用了Hesse等人框架中的九种社会过程技能中的六种:行动、互动、任务完成、适应性反应、谈判和责任主动。然而,其他三个技能,即观众意识、自我评价和交互记忆,没有得到充分的应用。我们建议英语教师将CPF融入写作课堂,以提高学生的同伴反馈表现。要使CPF成功,教师应该帮助培养学生的合作技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Relc Journal
Relc Journal LINGUISTICS-
CiteScore
8.10
自引率
10.00%
发文量
64
期刊介绍: The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.
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