Earticle

This study examines the areas and types of feedback Korean EFL students would focus on in online peer feedback sessions and their implementation and perception of online peer feedback. Fifteen students in a two-month-long TOEFL beginner class participated in the study. They were asked to make comments on their peers' writings on the online blog after class. Most of their comments were found in the local area. In the local area the greatest frequency was observed in alternation while suggestion was the most frequently occurred in the global area. Similarly, more revisions were made in the local area than in the global area. Most of the comments which pointed out grammatical or lexical errors were implemented in their final drafts. Their perceptions of online peer feedback were investigated through interviews. In general, they found online peer feedback beneficial for the improvement of their writing abilities, but simultaneously they hesitated to give and receive peer feedback because of the possibility of incorrectness.

Both teacher feedback and peer feedback have been important pedagogical activities in second language writing classroom. This study is to examine L2 writers’ perceptions of the experience in both peer feedback and teacher feedback. For this study, 50 college students participated. Two survey questionnaires after peer and teacher feedback were used to compare and examine the students’ perceptions about both feedback process. Writing samples through peer and teacher feedback were collected to evaluate students’ revisions and improvements from both their first drafts marked by peer feedback and teacher feedback and their revised drafts. The results show that students were enjoyable for both peer and teacher feedback experience and they admitted to revise their first drafts as much as they can. Because of the lack and uncertainty in terms of vocabulary, grammar, structure, and expression ability in the process of peer feedback, students prefer receiving the teacher’s feedback. Therefore, the revision rate from the teacher’s feedback was higher.