Peer feedback, as one of the significant reviewing practices in writing classrooms, has been receiving growing attention. The majority of research, however, concentrates on the context of higher education, focusing less on the context of EFL secondary schools in Hong Kong, where the students have lower language and cognitive abilities and are strongly influenced by the Chinese culture background. Adopting a qualitative case study approach, this study sets the context in the secondary classroom of Hong Kong. Six students with different English proficiency participated in the study. Multiple sources of data are collected through classroom observations and semi-structured interviews, including EFL writing teaching and learning materials, students’ writing products and interviews records. Students’ comments on peer’s work were divided into three categories: grammar, language features, content & structure. The preliminary writing drafts and the completed works were graded and compared. Semi-structured interviews were also analyzed to investigate condition for students’ feedback and their views on the peer review exercise. The findings indicated that peer feedback had a positive effect on students’ rewriting, in spite of students’ English proficiency difference. Students expressed their willingness and appreciation in providing as well as receiving peer feedback. Though the study also revealed that peer feedback comments were still limited to grammatical level. This study provides insight of peer feedback practice in the context of EFL secondary classroom, and can function to guide teachers’ further instructional activities for more effective writing teaching.
| Published in | International Journal of Language and Linguistics (Volume 10, Issue 6) |
| DOI | 10.11648/j.ijll.20221006.12 |
| Page(s) | 321-326 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2022. Published by Science Publishing Group |
EFL Writing, Peer Feedback, Written Corrective Feedback
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APA Style
Liu Feifei. (2022). Effect of Peer Feedback on Students’ Revision of Writing - a Case Study of Hong Kong EFL Students. International Journal of Language and Linguistics, 10(6), 321-326. https://doi.org/10.11648/j.ijll.20221006.12
ACS Style
Liu Feifei. Effect of Peer Feedback on Students’ Revision of Writing - a Case Study of Hong Kong EFL Students. Int. J. Lang. Linguist. 2022, 10(6), 321-326. doi: 10.11648/j.ijll.20221006.12
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Download@article{10.11648/j.ijll.20221006.12,
author = {Liu Feifei},
title = {Effect of Peer Feedback on Students’ Revision of Writing - a Case Study of Hong Kong EFL Students},
journal = {International Journal of Language and Linguistics},
volume = {10},
number = {6},
pages = {321-326},
doi = {10.11648/j.ijll.20221006.12},
url = {https://doi.org/10.11648/j.ijll.20221006.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20221006.12},
abstract = {Peer feedback, as one of the significant reviewing practices in writing classrooms, has been receiving growing attention. The majority of research, however, concentrates on the context of higher education, focusing less on the context of EFL secondary schools in Hong Kong, where the students have lower language and cognitive abilities and are strongly influenced by the Chinese culture background. Adopting a qualitative case study approach, this study sets the context in the secondary classroom of Hong Kong. Six students with different English proficiency participated in the study. Multiple sources of data are collected through classroom observations and semi-structured interviews, including EFL writing teaching and learning materials, students’ writing products and interviews records. Students’ comments on peer’s work were divided into three categories: grammar, language features, content & structure. The preliminary writing drafts and the completed works were graded and compared. Semi-structured interviews were also analyzed to investigate condition for students’ feedback and their views on the peer review exercise. The findings indicated that peer feedback had a positive effect on students’ rewriting, in spite of students’ English proficiency difference. Students expressed their willingness and appreciation in providing as well as receiving peer feedback. Though the study also revealed that peer feedback comments were still limited to grammatical level. This study provides insight of peer feedback practice in the context of EFL secondary classroom, and can function to guide teachers’ further instructional activities for more effective writing teaching.},
year = {2022}
}
TY - JOUR T1 - Effect of Peer Feedback on Students’ Revision of Writing - a Case Study of Hong Kong EFL Students AU - Liu Feifei Y1 - 2022/12/12 PY - 2022 N1 - https://doi.org/10.11648/j.ijll.20221006.12 DO - 10.11648/j.ijll.20221006.12 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 321 EP - 326 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.20221006.12 AB - Peer feedback, as one of the significant reviewing practices in writing classrooms, has been receiving growing attention. The majority of research, however, concentrates on the context of higher education, focusing less on the context of EFL secondary schools in Hong Kong, where the students have lower language and cognitive abilities and are strongly influenced by the Chinese culture background. Adopting a qualitative case study approach, this study sets the context in the secondary classroom of Hong Kong. Six students with different English proficiency participated in the study. Multiple sources of data are collected through classroom observations and semi-structured interviews, including EFL writing teaching and learning materials, students’ writing products and interviews records. Students’ comments on peer’s work were divided into three categories: grammar, language features, content & structure. The preliminary writing drafts and the completed works were graded and compared. Semi-structured interviews were also analyzed to investigate condition for students’ feedback and their views on the peer review exercise. The findings indicated that peer feedback had a positive effect on students’ rewriting, in spite of students’ English proficiency difference. Students expressed their willingness and appreciation in providing as well as receiving peer feedback. Though the study also revealed that peer feedback comments were still limited to grammatical level. This study provides insight of peer feedback practice in the context of EFL secondary classroom, and can function to guide teachers’ further instructional activities for more effective writing teaching. VL - 10 IS - 6 ER -
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