Feedback Revisited: The Impact of Peer Commentary on Students’ Attitudes and Writing Performance in the EFL Classroom
Article info
2013-12-11
2014-04-23
369 - 402
Keywords
Abstract
The aim of this paper is to delve into young learners’ perceptions towards peer feedback which is used during the applicability of the “process writing” approach in learning English as a foreign language as well as the impact of peer review on their writing performance. To this end, a study was conducted at the sixth grade of two Greek state primary schools involving two experimental (44 students) and two control (46 students) groups. Entry and exit questionnaires were administered to the participants of the study in order to explore their perceptions in the beginning and the end of the research and trace any differences due to the intervention, regarding both inter-group and intra-group responses. The data analysis confirms an inter- and intra- group change of attitudes and points to the metacognitive awareness of the experimental group students as far as their notions towards writing are concerned. Moreover, the subjects’ performance was measured in a pre- and post-writing test revealing a statistically significant change of the written capacity of the two groups corroborating, thus, the salience of receiving peer commentary during writing in English as an FL.
Anastasiadou, A., & Aristotelous, P. (2015). Feedback Revisited: The Impact of Peer Commentary on Students’ Attitudes and Writing Performance in the EFL Classroom. An-Najah University Journal for Research - B (Humanities), 29(2), 369–402. https://doi.org/10.35552/0247-029-002-006
[1]A. Anastasiadou and P. Aristotelous, “Feedback Revisited: The Impact of Peer Commentary on Students’ Attitudes and Writing Performance in the EFL Classroom,” An-Najah University Journal for Research - B (Humanities), vol. 29, no. 2, pp. 369–402, Feb. 2015, doi: 10.35552/0247-029-002-006.
Anastasiadou, Alexandra, and Parodos Aristotelous. “Feedback Revisited: The Impact of Peer Commentary on Students’ Attitudes and Writing Performance in the EFL Classroom.” An-Najah University Journal for Research - B (Humanities), vol. 29, no. 2, Feb. 2015, pp. 369–402. Crossref, https://doi.org/10.35552/0247-029-002-006.
1.Anastasiadou A, Aristotelous P. Feedback Revisited: The Impact of Peer Commentary on Students’ Attitudes and Writing Performance in the EFL Classroom. An-Najah University Journal for Research - B (Humanities) [Internet]. 2015 Feb;29(2):369–402. Available from: http://dx.doi.org/10.35552/0247-029-002-006
Anastasiadou, Alexandra, and Parodos Aristotelous. “Feedback Revisited: The Impact of Peer Commentary on Students’ Attitudes and Writing Performance in the EFL Classroom.” An-Najah University Journal for Research - B (Humanities) 29, no. 2 (February 2015): 369–402. https://doi.org/10.35552/0247-029-002-006.
Feedback Revisited: The Impact of Peer Commentary on Students’ Attitudes and Writing Performance in the EFL Classroom
المؤلفون:
معلومات المقال
2013-12-11
2014-04-23
369 - 402
الكلمات الإفتتاحية
الملخص
The aim of this paper is to delve into young learners’ perceptions towards peer feedback which is used during the applicability of the “process writing” approach in learning English as a foreign language as well as the impact of peer review on their writing performance. To this end, a study was conducted at the sixth grade of two Greek state primary schools involving two experimental (44 students) and two control (46 students) groups. Entry and exit questionnaires were administered to the participants of the study in order to explore their perceptions in the beginning and the end of the research and trace any differences due to the intervention, regarding both inter-group and intra-group responses. The data analysis confirms an inter- and intra- group change of attitudes and points to the metacognitive awareness of the experimental group students as far as their notions towards writing are concerned. Moreover, the subjects’ performance was measured in a pre- and post-writing test revealing a statistically significant change of the written capacity of the two groups corroborating, thus, the salience of receiving peer commentary during writing in English as an FL.
Anastasiadou, A., & Aristotelous, P. (2015). Feedback Revisited: The Impact of Peer Commentary on Students’ Attitudes and Writing Performance in the EFL Classroom. An-Najah University Journal for Research - B (Humanities), 29(2), 369–402. https://doi.org/10.35552/0247-029-002-006
[1]A. Anastasiadou and P. Aristotelous, “Feedback Revisited: The Impact of Peer Commentary on Students’ Attitudes and Writing Performance in the EFL Classroom,” An-Najah University Journal for Research - B (Humanities), vol. 29, no. 2, pp. 369–402, Feb. 2015, doi: 10.35552/0247-029-002-006.
Anastasiadou, Alexandra, and Parodos Aristotelous. “Feedback Revisited: The Impact of Peer Commentary on Students’ Attitudes and Writing Performance in the EFL Classroom.” An-Najah University Journal for Research - B (Humanities), vol. 29, no. 2, Feb. 2015, pp. 369–402. Crossref, https://doi.org/10.35552/0247-029-002-006.
1.Anastasiadou A, Aristotelous P. Feedback Revisited: The Impact of Peer Commentary on Students’ Attitudes and Writing Performance in the EFL Classroom. An-Najah University Journal for Research - B (Humanities) [Internet]. 2015 Feb;29(2):369–402. Available from: http://dx.doi.org/10.35552/0247-029-002-006
Anastasiadou, Alexandra, and Parodos Aristotelous. “Feedback Revisited: The Impact of Peer Commentary on Students’ Attitudes and Writing Performance in the EFL Classroom.” An-Najah University Journal for Research - B (Humanities) 29, no. 2 (February 2015): 369–402. https://doi.org/10.35552/0247-029-002-006.
Why should you
Publish With Us?
An-Najah National University
Nablus, Palestine
Nablus, Palestine
- P.O. Box
- 7, 707
- Fax
- (970)(9)2345982
- Tel.
- (970)(9)2345560
- (970)(9)2345113/5/6/7-Ext. 2628
- [email protected]
- EIC
- Prof. Waleed Sweileh