The Impact of Positive Peer Feedback on Second Language Writing Accuracy

Bibliographic Data

ID21680338
AuthorsParisa YEGANEHPOUR (0000-0003-2982-9085, Ağrı İbrahim Çeçen University, corresponding author), Elham ZARFSAZ (0000-0002-6172-6388, Urmia Azad Üniversitesi)
Year2021
Volume16 Issue 1
Issue16 Issue 1
Pages409-426
Publication date2021-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Turkish Studies (JOURNAL)
Journal identifiersISSN: 1308-2140 • E-ISSN: 1308-2140
Publisherİntaç Eğitim Danışmanlık Organizasyon Araştırma İnşaat Sanayi ve Ticaret Limited Şirketi (PUBLISHER)
DOI10.7827/turkishstudies.47713
OpenAlexW3132744696
LanguageEN
References cited12

The current study aimed to compare the effects of direct focused peer feedback vs. direct focused teacher feedback types on writing accuracy of Turkish EFL students with regard to tense uptake. For this purpose, 58 students within the age range of 18 to 21 were selected from foreign language school in Agri, Turkey to take part in the current study on 2019. After homogenizing the participants using the Nelson English language test, the classes were randomly set as experimental groups. Before starting the treatment in direct focused peer feedback groups and direct focused teacher feedback groups, in order to compare the performance of the participants at the beginning of the study with their performance at the end, participants of all groups took a writing pretest. In direct focused teacher feedback group, the learners were asked to write their essays on a piece of paper out of class and hand them to the teacher in the class every session. The teacher collected the writings, provided direct focused feedback on grammatical errors with regard to verb tenses, and gave them back to the learners while in the other group the teacher modeled how to give feedback and divided the students into subgroups of 6 students. In each subgroup, the students were supposed to write their essays on a piece of paper out of class. Then, students were expected to read, provide direct focused feedback, and give them back to the owners the following session. After giving the post-test to the participants, the data were analyzed. The comparison of pre and post-test results indicated that direct focused peer corrective feedback had a significant effect on learners’ writing accuracy. Furthermore, the findings of the study showed that the direct focused teacher corrective feedback also had a significant effect on improving learners’ writing accuracy during the treatment period. Further investigation of the results clarified that direct focused peer corrective feedback had a greater improving effect on EFL learners’ writing accuracy in comparison to direct focused teacher corrective feedback

Education Practices and Challenges · Educational Methods and Analysis · Psychology · Writing and Handwriting Education

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