RSUSSH 2020
IN20-012 Revision Analysis of Peer-Written Feedback in L2 Writing
Presenter: Watcharee Kulprasit
Thaksin University, Thailand
Abstract
Feedback is an essential factor in L2 writing, especially in the process-based writing class. This kind of formative feedback is gradually replacing where summative feedback once belonged to. With such an integration, second language writing puts the spotlight not only on the final products but also on the whole writing process, including writing strategies to the polished ones. Particularly, peer feedback is a technique teachers usually employ in L2 writing pedagogy where a scaffolding learning strategy is applied. This approach is still doubtful in terms of its value and potential. Thus, the present study was undertaken to examine how peer-written feedback on EFL undergraduate students’ second drafts have an effect on the revision of their final products based on analysis of its categories in order to see its full potential. In so doing, the English major undergraduates’ second drafts of their writing assignments and their final products of their writing assignments were collected and analyzed. The quantitative data analysis was used to achieve the objective of the study. The results revealed that, according to six categories of revision analysis, most of the subjects’ errors found on their drafts could be corrected as their final products being analyzed due to peer-written feedback they received on their second drafts. To summarize, this study has highlighted the full impact of peer-written feedback on polishing the final writing products.
Citation format:
Kulprasit, W.. (2020). Revision Analysis of Peer-Written Feedback in L2 Writing. Proceeding in RSU International Research Conference, May 1, 2020. Pathum Thani, Thailand.QUESTIONS & ANSWERS
Your topic is very interesting. But I would like to know more about
1. What teaching or learning strategies do EFL teachers apply to give the feeback in writing skills in real classroom contexts?
2. How does feedback improve students' writing skills such as vocabulary skill, English structures and conherence and cohesion?
I'm glad to hear that we share a mutual interest. ????
1. There are various teaching and learning strategies EFL teachers can apply to give feedback in their writing classrooms. In my study, three strategies were applied to provide written corrective feedback in my writing class: direct corrective feedback, indirect corrective feedback, and metalinguistic corrective feedback.
2. At the micro level like vocabulary, feedback can basically help correct spelling mistakes. At best, it can guide the writer to take a look at his or her own choices of vocabulary for more effective communication. Of course, feedback helps polish English structures when they are grammatically incorrect. Moreover, the reviewer can come up with a suggestion that the writer should use other choices of English structures to deliver the messages more effectively or to avoid ambiguity, misleading, or confusion, for example. Regarding coherence and cohesion, the reviewer as a reader can recognize the flow of the ideas being presented in the writing when reading. Feedback can be the simple one like correction of transitional words or suggestions for deleting any irrelevant ideas or adding more details for clarification on some points.