Pinnacle Educational Research & Development

(ISSN: 2360-9494)

December 2014, Vol. 2 (7).

© Author(s) 2014. This work is distributed under the Creative Commons Attribution 3.0 License.

Research Article

 

WHAT ARE THE EFFECTS OF WRITTEN PEER FEEDBACK TRAINING ON TURKISH ELT STUDENTS' ABILITY TO COMMENT ON PEER WRITING?

Gonca Subaşı, Ph.D.

Assistant Professor of Teacher Education,
ELT Department,
Faculty of Education,
Anadolu University,
Turkey.
 

Accepted 3 December, 2014; Available Online 5 December, 2014.



Abstract:

In this study, the idea of training before peer feedback sessions was taken as a base. The purpose of the study was to investigate whether training before the feedback procedure helps students to provide effective written comments or not. 36 first year students from the ELT Department of Faculty of Education at Anadolu University were chosen as the study subjects to form the control and experimental groups. During the study, the experimental group was exposed to training through numerous activities devoted to practicing strategies for effective written feedback on peer writing, whereas students in the control group received no systematic training for written peer feedback. All the subjects were asked to provide written comments on each other's writings and to revise their compositions after having given written feedback. The written comments on the first drafts were collected and analyzed by three scorers by using the Coding Scheme for Students' Written Comments and the Rating Scale for Students' Written Comments. The outcomes of this study yielded that training students for written peer feedback had a significant impact on both the quantity and quality of feedback that students provided on peer writing. According to the findings, the experimental group provided significantly more qualified feedback, and significantly more specific and relevant feedback on global features of writing compared to the control group.





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