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A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China

Received: 11 August 2016    Accepted: 29 August 2016    Published: 18 November 2016
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Abstract

Peer feedback is a key to the quality of group work in foreign language writing classrooms. In order to better understand the use of peer feedback in writing foreign language (English) essays, a fifteen-week study was conducted by guided peer feedback in group work. 60 non-English-majored undergraduates in TG were randomly divided into 15 groups and one group member from every group was chosen as the leader of the group. This study chose three different tools – a checklist, a qualitative feedback sheet and a grading sheet, to guide peer feedback. Two English writing applied tests and an interview were utilized in this study to investigate the students’ views and attitude toward the writing teaching method of guided peer feedback. We found: (1) the method of guided peer feedback in group work could improve non-English-majored undergraduate students’ writing ability; (2) there were significant differences between males in CG and TG, and females in CG and TG; 3) non-English-majored undergraduate students in TG held the positive response for the combined writing instruction.

DOI 10.11648/j.edu.20160506.12
Published in Education Journal (Volume 5, Issue 6, November 2016)
Page(s) 136-141
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Guided Peer Feedback, Group Work, EFL Writing Class

References
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Author Information
  • School of Foreign Studies, Yangtze University, Jingzhou City, China

  • English department, Jingzhou Experimental Middle School, Jingzhou City, China

  • English department, Gong’an County No.1 Middle School, Jingzhou City, China

  • School of Foreign Studies, Yangtze University, Jingzhou City, China

Cite This Article
  • APA Style

    Yougen Lou, Honglian Liu, Yangmei Li, Jun Yang. (2016). A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China. Education Journal, 5(6), 136-141. https://doi.org/10.11648/j.edu.20160506.12

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    ACS Style

    Yougen Lou; Honglian Liu; Yangmei Li; Jun Yang. A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China. Educ. J. 2016, 5(6), 136-141. doi: 10.11648/j.edu.20160506.12

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    AMA Style

    Yougen Lou, Honglian Liu, Yangmei Li, Jun Yang. A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China. Educ J. 2016;5(6):136-141. doi: 10.11648/j.edu.20160506.12

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  • @article{10.11648/j.edu.20160506.12,
      author = {Yougen Lou and Honglian Liu and Yangmei Li and Jun Yang},
      title = {A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China},
      journal = {Education Journal},
      volume = {5},
      number = {6},
      pages = {136-141},
      doi = {10.11648/j.edu.20160506.12},
      url = {https://doi.org/10.11648/j.edu.20160506.12},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.edu.20160506.12},
      abstract = {Peer feedback is a key to the quality of group work in foreign language writing classrooms. In order to better understand the use of peer feedback in writing foreign language (English) essays, a fifteen-week study was conducted by guided peer feedback in group work. 60 non-English-majored undergraduates in TG were randomly divided into 15 groups and one group member from every group was chosen as the leader of the group. This study chose three different tools – a checklist, a qualitative feedback sheet and a grading sheet, to guide peer feedback. Two English writing applied tests and an interview were utilized in this study to investigate the students’ views and attitude toward the writing teaching method of guided peer feedback. We found: (1) the method of guided peer feedback in group work could improve non-English-majored undergraduate students’ writing ability; (2) there were significant differences between males in CG and TG, and females in CG and TG; 3) non-English-majored undergraduate students in TG held the positive response for the combined writing instruction.},
     year = {2016}
    }
    

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    AU  - Honglian Liu
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    AB  - Peer feedback is a key to the quality of group work in foreign language writing classrooms. In order to better understand the use of peer feedback in writing foreign language (English) essays, a fifteen-week study was conducted by guided peer feedback in group work. 60 non-English-majored undergraduates in TG were randomly divided into 15 groups and one group member from every group was chosen as the leader of the group. This study chose three different tools – a checklist, a qualitative feedback sheet and a grading sheet, to guide peer feedback. Two English writing applied tests and an interview were utilized in this study to investigate the students’ views and attitude toward the writing teaching method of guided peer feedback. We found: (1) the method of guided peer feedback in group work could improve non-English-majored undergraduate students’ writing ability; (2) there were significant differences between males in CG and TG, and females in CG and TG; 3) non-English-majored undergraduate students in TG held the positive response for the combined writing instruction.
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