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Written Feedback and Oral Interaction: How Bimodal Peer Feedback Affects Japanese EFL Students

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS 바로가기
  • 통권
    Vol.9 No.3 (2012.09)바로가기
  • 페이지
    pp.1-26
  • 저자
    Keiko Hirose
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A201591

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원문정보

초록

영어
This classroom study examined the effects of written-plus-spoken peer feedback (PF) combined with teacher feedback in EFL writing instruction at a Japanese university. In two classes, students with no previous PF experience participated in the bimodal PF for half the class time regularly over 12 sessions. In pairs, they exchanged compositions with new partners and interacted by writing and speaking in English. Based on post-course questionnaire responses, this study investigated student perceptions of diverse aspects of the bimodal PF. Pre- and post-course English compositions were compared to examine the effects of the instruction on student writing ability. All compositions and written PF produced by the students were also examined quantitatively. The overall results showed that students had positive perceptions of the bimodal PF. Although the semester-long instruction did not appear to significantly improve students’ writing ability and confidence in English writing, the results suggest that written-plus-spoken PF is a promising combination that helps to enhance students’ motivation towards writing in English and to potentially improve their writing ability. Significant differences found between the two classes were also discussed.

목차

Abstract
 BACKGROUND OF THE STUDY
 THE PRESENT STUDY
 METHOD
  Participants
  Course Content
  Data
  Data Analysis
 RESULTS AND DISCUSSION
  Post-Course Questionnaire Items
  Students’ English Writing over the Semester
 CONCLUSION
 ACKNOWLEDGEMENTS
 THE AUTHOR
 REFERENCES
 APPENDIX

키워드

written-plus-spoken peer feedback EFL writing instruction peer feedback receiver/provider student perceptions

저자

  • Keiko Hirose [ Aichi Prefectural University, Japan ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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