초록

This study explores how giving peer feedback helps English language learners to write their own writing. To date, studies on second language writing have been mostly interested in how feedback English language learners received from peers affects their writing, and scholars seem to agree that it helps raise their awareness of audience, despite their limited proficiency. Using a case study methodology, this study compares three Korean learners of English enrolled in an intermediate writing class, focusing on their perceptions of peer feedback, the types of feedback given, and their revisions. The results reveal that even the act of giving peer feedback may help learners develop a critical view of writing and enable them to apply the same critical perspective to their own writing, resulting in their making the same kind of corrections they asked of their peers. The findings of this study show positive effects of giving peer feedback in addition to those of receiving it and thus suggest to writing teachers that they can utilize peer feedback in the class, the students’ limited proficiency and writing ability notwithstanding.

키워드

peer feedback, perception, effects, EFL, Korean

참고문헌(27)open

  1. [단행본] Arndt, V. / 1993 / Response to Writing: Using Feedback to Inform the Writing Process, in Teaching Composition around the Pacific Rim: Politics & Pedagogy / Multilingual Matters : 90 ~ 116

  2. [보고서] Belcher, D. D. / 1988 / Is There an Audience in the Advanced EAP Composition Class? Paper presented at the 22nd Annual TESOL Convention

  3. [학술지] Bell, J. H. / 1991 / Using Peer Response Groups in ESL Writing Classes / TESL Canada Journal 8 (2) : 65 ~ 71

  4. [학술지] Carson, J. G. / 1994 / Writing Groups: Cross-cultural Issues / Journal of Second Language Writing 3 (1) : 17 ~ 30

  5. [학술지] Carson, J. G. / 1996 / Chinese Students' Perceptions of ESL Peer Response Group Interaction / Journal of Second Language Writing 5 (1) : 1 ~ 19

  6. [단행본] Cohen, A. / 1987 / Student Processing of Feedback on Their Compositions, in Learner Strategies in Language Learning / Prentice Hall : 57 ~ 69

  7. [학술지] Connor, U. / 1994 / Peer Response Groups in ESL Writing Classes: How Much Impact on Revision / Journal of Second Language Writing 3 (3) : 257 ~ 276

  8. [학술지] Enginarlar, H / 1993 / Student Response to Teacher Feedback in EFL Writing / System 21 (2) : 193 ~ 204

  9. [학술지] Ferris, D. R. / 1995 / Student Reactions to Teacher Response in Multi-draft Composition Classrooms / TESOL Quarterly 29 (1) : 33 ~ 53

  10. [단행본] Ferris, D. R. / 2003 / Research on Peer Response, in Response to Student Writing: Implications for Second Language Students / Lawrence Erlbaum : 69 ~ 116

  11. [단행본] Ferris, D. R. / 1998 / Teaching ESL Composition: Purpose, Process, & Practice / Lawrence Erlbaum Associates

  12. [단행본] Goldstein, L. / 2006 / Feedback and Revision in Second Language Writing: Contextual, Teacher, and Student Variables, in Feedback in Second Language Writing / Cambridge University Press : 185 ~ 205

  13. [단행본] Grabe, W. / 1996 / Theory and Practice of Writing / Longman

  14. [학술지] Hedgcock, J. / 1994 / Feedback on Feedback: Assessing Learner Receptivity to Teacher Response in L2 Composing / Journal of Second Language Writing 3 (2) : 141 ~ 163

  15. [학술지] Hedgcock, J / 1996 / Some Input on Input: Two Analyses of Student Response to Expect Feedback in L2 Writing / Modern Language Journal 80 (3) : 237 ~ 308

  16. [학술지] Jacobs, G. M. / 1998 / Feedback on Student Writing: Taking the Middle Path / Journal of Second Language Writing 7 (3) : 307 ~ 318

  17. [학술지] Leki, I / 1990 / Potential Problems with Peer Responding in ESL Writing Classes / CATESOL Journal 3 : 5 ~ 19

  18. [학술지] Lundstrom, K. / 2009 / To Give Is Better than to Receive: The Benefits of Peer Review to the Reviewers’ Own Writing / Journal of Second Language Writing 18 (1) : 30 ~ 43

  19. [학술지] Mangelsdorf, K. / 1992 / Peer Reviews in the ESL Composition Classroom: What Do the Students Think / ELT Journal 46 (3) : 274 ~ 284

  20. [학술지] Mendonça, C. O. / 1994 / Peer Review Negotiations: Revision Activities in ESL Writing Instruction / TESOL Quarterly 28 (4) : 745 ~ 769

  21. [학술지] Nelson, G. L. / 1998 / ESL Students’ Perceptions of Effectiveness in Peer Response Group / Journal of Second Language Writing 7 (2) : 113 ~ 131

  22. [단행본] Oshima, A. / 2007 / Introduction to Academic Writing / Longman

  23. [학술지] Radecki, P. M. / 1988 / ESL Student Reaction to Written Comments on their Written Work / System 16 (3) : 355 ~ 365

  24. [학술지] Tsui, A. B. M. / 2000 / Do Secondary L2 Writers Benefit from Peer Comments / Journal of Second Language Writing 9 (2) : 147 ~ 170

  25. [학술지] Villamil, O. S. / 1996 / Peer Revision in the L2 Classroom: Social-cognitive Activities, Mediating Strategies, and Aspects of Social Behavior / Journal of Second Language Writing 5 (1) : 51 ~ 76

  26. [학술지] 유호정 / 2011 / The Dynamics of a Peer Response Group in a Mixed-Level Korean EFL Writing Class / 영어학연구 17 (1) : 187 ~ 212

  27. [학술지] Zhang, S / 1995 / Reexamining the Affective Advantage of Peer Feedback in the ESL Writing Class / Journal of Second Language Writing 4 (3) : 209 ~ 222