The Effect of Peer and Teacher Feedback on Changes in EFL Students' Writing Self-Efficacy

Autor/in	Ruegg, Rachael
Titel	The Effect of Peer and Teacher Feedback on Changes in EFL Students' Writing Self-Efficacy
Quelle	In: Language Learning Journal, 46 (2018) 2, S.87-102 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2014.958190
Schlagwörter	Second Language Learning; Second Language Instruction; Peer Evaluation; Feedback (Response); Self Efficacy; Writing Skills; Educational Psychology; Learning Motivation; Learning Processes; Teacher Student Relationship; Comparative Analysis; College Students; Writing Evaluation; Teaching Methods; Foreign Countries; Statistical Analysis; Questionnaires; Japan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Self-efficacy; Selbstwirksamkeit; Writing skill; Schreibfertigkeit; Erziehungspsychologie; Pädagogische Psychologie; Motivation for studies; Lernmotivation; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Statistische Analyse; Fragebogen
Abstract	Literature from education, educational psychology and second language acquisition has consistently found that self-efficacy is a key factor leading to increased language learning success. Students with more self-efficacy are claimed to have higher motivation and to expend more effort in the learning process. On the other hand, those with less self-efficacy give up more readily when they encounter difficulty. Teacher feedback on L2 writing has been claimed to decrease student L2 writing self-efficacy, whereas some have suggested that peer feedback has a more positive impact on learners' self-efficacy. The present study compares changes in self-efficacy over a period of one academic year between two groups of Japanese university students. One group received teacher feedback on every preliminary draft for the one-year period while the other group gave and received peer feedback on every preliminary draft over the same period. It was found that the teacher feedback group increased in writing self-efficacy significantly more than the peer feedback group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01