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ERIC Number: ED427530
Record Type: Non-Journal
Publication Date: 1998-Mar
Pages: 23
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teaching Collaborative Feedback Strategies in Intermediate Writing.
Lane, Tess; Potter, Bill
A study at Hawaii Pacific University investigated the use of collaborative peer feedback to improve student performance in an intermediate English-as-a-Second-Language (ESL) writing course. Subjects were 53 students of widely varying language backgrounds in three class sections. Each section received differential preparation for peer feedback: (1) minimal introduction in peer feedback and a handout; (2) a combination of lecture and discussion, videotaped demonstrations, and student role-playing; and (3) extensive lecture and discussion supported by handouts. Surveys measured student attitudes toward writing in English and peer work in weeks 2 and 11. Three volunteer pairs of students in each section were recorded in peer feedback sessions, and interactions were coded and analyzed. Essay drafts from all sections before and after feedback sessions were also analyzed. Results show that students became less comfortable working with others during the writing process, but this was not considered a disadvantage. Variation in student interaction in peer feedback sessions appeared more closely related to student personalities and experience than to instruction. All groups increased the number of significant changes in essay drafts as their experience with peer feedback increased. The questionnaires are appended. (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A