چکیده:
This quasi-experimental study set out to examine the effect of peer correctivefeedback on feedback givers and receivers in L2 writing. The forms in focus were a/an, the, and the past tense.The study was conducted in an EFL classroom setting with 45 learners of English in three writing classes which served as the feedback givers, receivers, and the control group. Over four sessions of treatment, the givers reviewed the writing of the receivers with two functions of English articles (a/an as the first mention and the as the anaphoric reference) and simple past tense (regular and irregular) as the features in focus without receiving any comments from others on their writing. The receivers received feedback from peers, but were excluded from giving any feedback to others. The control group neither gave nor received any peer feedback. The study followed a pretest, immediate post-test, delayed post-test design. Statistical analyses run on the data obtained from a picture description task and a grammaticality judgment task indicated that the givers group improved significantly more than the receivers group and the receivers group, in turn, improved significantly more than the control group in terms of the forms targeted. The results obtained imply that learners’ involvement in peer writing correction can result in significant L2 writing accuracy.
خلاصه ماشینی:
"The study was conducted in an EFL classroom setting with 45 learners of English in three writing classes which served as the feedback givers, receivers, and the control group.
Keywords: peer review, feedback givers, feedback receivers, L2 writing Introduction The arguments made against written corrective feedback (WCF) in language practices have not prevented practitioners from employing it in their language classes, the theoreticians from hypothesizing for the beneficial effects of error correction, and the researchers from exploring different dimensions of it under various experimental conditions with varying research designs.
Unlike their study, that focused on global aspects of writing, this study investigates the benefits of giving to versus receiving feedback from peers on the students' accuracy in using the English articles and simple past tense (regular and irregular forms).
The editing forms prepared for the givers, included a table in which students were required to write the errors relevant to the use of the two functions of the English articles and the regular and irregular forms of simple past tense they found in the writings, specify their places, and make corrections required.
This finding may be justified by the point that the students trained to be critical readers during peer review move towards being more self-reliant writers, who are able to self-criticize, and self-edit their own writings (Rollinson, 2005), and getting involved in providing peer feedback could lead students to be focused on some aspects of the language and develop some new structures (Diab, 2010)."