Incorporating Peer Response with Teacher Feedback in Teaching Writing to EFL Learners: A Literature Review

Autor/in	Zhang, Yuyao
Titel	Incorporating Peer Response with Teacher Feedback in Teaching Writing to EFL Learners: A Literature Review
Quelle	In: English Language Teaching, 15 (2022) 3, S.48-53 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Peer Evaluation; Teaching Methods; Writing Instruction; Second Language Learning; English (Second Language); Feedback (Response); Language Teachers; Educational Benefits; Foreign Countries; Teacher Attitudes; Teacher Student Relationship; China + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Bildungsertrag; Ausland; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Peer response has gradually gained popularity in teaching English writing to English as a Foreign Language (EFL) learners in recently years. A number of researches have proved its advantages while Chinese English teachers are still doubting its validity and possibility. This paper aims to prove that incorporating peer response and teacher feedback is advantageous to EFL learners' English writing. It would start with the explanation of some key terms and then first examine the benefits of peer response to verify the necessity of introducing it to an English writing class for EFL learners. Then drawbacks of teacher feedback would be argued with the certification that it is corresponding to some advantages of peer response. Finally, the contribution of using peer response and teacher feedback together would be discussed to further attest the argument mentioned above. At the end of the paper, a conclusion will be made to generally summarize what has been discussed and how this relates to being a language professional. Hopefully, it could be informative and constructive for Chinese English teachers to take a closer step into the theoretical base of this teaching strategy which has been established by former researchers and seek for the possibility of its implementation in the real-setting classroom in EFL context. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01