Reexamining the Affective Advantage of Peer Feedback in the ESL Writing Class.

Zhang, Shuqiang

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Peer reviewed

ERIC Number: EJ511982

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1060-3743

EISSN: N/A

Reexamining the Affective Advantage of Peer Feedback in the ESL Writing Class.

Zhang, Shuqiang

Journal of Second Language Writing, v4 n3 p209-22 1995

Examines hypotheses concerning the appeal of three types of feedback in the second-language writing process: teacher-, peer-, and self-directed feedback. Results show that students overwhelmingly prefer teacher feedback to peer feedback. (Author/CK)

Descriptors: College Students, English (Second Language), Feedback, Higher Education, Hypothesis Testing, Peer Influence, Questionnaires, Second Language Learning, Statistical Analysis, Student Reaction, Teacher Role, Writing Processes, Written Language

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Hawaii (Honolulu)

Grant or Contract Numbers: N/A