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Teaching L2 Writing in Large Classes : The Effects of Peer Feedback in Different Task Sequences

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.19 No.3 (2022.09)바로가기
  • 페이지
    pp.740-758
  • 저자
    Nayoung Kim
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A418761

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원문정보

초록

영어
The purpose of this study is to explore the effects of peer feedback combined with different task sequences on written performance in actual large-sized classrooms motivated by several problems in previous peer feedback studies—validity concerns in research design, peer feedback as only productoriented activity, the lack of effects of feedback on detailed written performance, and primary focus on affective and writing quality. A total of 89 undergraduates were divided into two groups: peer feedback in simple-complex task sequence (PSC) and peer feedback in complex-simple task sequence (PCS). The study employed eleven general and specific measure indices of syntactic complexity, accuracy, and fluency. The findings were that peer feedback influenced accuracy and fluency, and task sequence influenced syntactic complexity. The PSC increased general and specific accuracy, but decreased fluency, whereas the PCS increased general and specific syntactic complexity, specific accuracy, and fluency. Overall, peer feedback in a simple-complex task sequence improved accuracy in an extended manner, and peer feedback in complex-simple task sequence improved various aspects of written performance. The study suggests peer feedback could be a feasible way to improve actual written performance even in large writing classes when task sequences and task complexity are involved with peer feedback.

목차

Abstract
Introduction
Literature Review
L2 Peer Feedback Studies
Task Sequence
Methods
Participants and Settings
Overall Experimental Procedure
Task Sequence
Peer Feedback
Measurement and Data Analysis
Results
Differences Between the Two Groups
Gains Between Tests: Effects of Peer Feedback in the Simple-Complex Task Sequence
Gains Between Tests: Effects of Peer Feedback in the Complex-Simple Task Sequence
Discussion and Conclusion
Acknowledgements
The Author
References

키워드

peer feedback task sequence large writing classes task complexity CAF cognition hypothesis

저자

  • Nayoung Kim [ Korea Polytechnics, Korea ]

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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