A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China
Volume 5, Issue 6, November 2016, Pages: 136-141
Received: Aug. 11, 2016;
Accepted: Aug. 29, 2016;
Published: Nov. 18, 2016
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Yougen Lou, School of Foreign Studies, Yangtze University, Jingzhou City, China
Honglian Liu, English department, Jingzhou Experimental Middle School, Jingzhou City, China
Yangmei Li, English department, Gong’an County No.1 Middle School, Jingzhou City, China
Jun Yang, School of Foreign Studies, Yangtze University, Jingzhou City, China
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.
A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China, Education Journal.
Vol. 5, No. 6,
2016, pp. 136-141.
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