A Comparison of Computer-Mediated Peer Corrective Feedback between High and Low-Proficiency Learners in a Japanese EFL Writing Classroom

Autor/inn/en	Colpitts, Bradley D. F.; Past, Travis Hunter
Titel	A Comparison of Computer-Mediated Peer Corrective Feedback between High and Low-Proficiency Learners in a Japanese EFL Writing Classroom
Quelle	In: JALT CALL Journal, 15 (2019) 2, S.23-39 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1832-4215
Schlagwörter	Comparative Analysis; Peer Evaluation; Error Correction; Feedback (Response); English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Instructional Effectiveness; College Students; Writing Processes; Metalinguistics; Teaching Methods; Essays; Teacher Student Relationship; Foreign Countries; Writing Instruction; Student Attitudes; Computer Assisted Instruction; Computer Mediated Communication; Japan + Suchen Sie Ihr Suchwort? Korrektur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Unterrichtserfolg; Collegestudent; Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Essay; Aufsatzunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Schreibunterricht; Schülerverhalten; Computer based training; Computerunterstützter Unterricht; Computerkonferenz
Abstract	The present study compared the efficacy of computer-mediated peer corrective feedback (CF) among two groups of high-proficiency (n=11) and low-proficiency (n=19) postsecondary Japanese EFL students. They completed a 10-week process writing composition, during which the students were given explicit instruction in metalinguistic peer CF. They then received CF from their peers and instructors. The researchers conducted a quantitative analysis of compositions, and the students' perceptions of the process were elicited using qualitative surveys. The results corroborate previous studies which found low-proficiency learners lack the aptitude to engage in meaningful peer CF. However, the qualitative portion of the study found that both proficiency groups had largely positive views of the peer CF process and revealed some interesting distinctions between the groups. (As Provided).
Anmerkungen	JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: http://journal.jaltcall.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01