Effects of Peer Feedback on EFL Student Writers at Different Levels of English Proficiency: A Japanese Context

By T. Kamimura. 2006

102 citations recorded by the source corpus.

A study was conducted to explore the nature and effectiveness of peer feedback in EFL writing classrooms. High- and low-proficient Japanese EFL learners participated in the study where they exchanged comments with peers after receiving training in peer feedback. The two groups were compared in terms of their pre and post-tests, original drafts and rewrites, peer comments, and responses to the comments. It was found that peer feedback had overall positive effects on the compositions for both the high- and low-proficient students, with different patterns observed in the relationship between the comments and revisions that characterized the two groups.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/97c720f1c4cefcc6af7aa756440ad94501f9a8d1

How researchers see this paper

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In Education

1. Shulin Yu
2. Icy Lee
3. N. Storch
4. A. Hamouda
5. Yao Zheng
6. Ricky Lam
7. Ye Han

In Language and Linguistics

1. Shulin Yu
2. Icy Lee
3. A. Hamouda
4. Yao Zheng
5. Ricky Lam

Citations in the corpus

• Peer feedback in second language writing (2005–2014) (2016, methodology): “Quantitative studies like experimental and quasi-experimental studies in particular have been adopted to address the effectiveness of peer feedback on student text revisions and writing performance (Kamimura 2006; Trautmann 2006; Lundstrom & Baker 2009; Van Steendam et al. 2010; Baleghizadeh & Arab ”