초록 열기/닫기 버튼
This study examines the effects of different types of electronic peer feedback activities on teenage Korean EFL students’ writing. The participants were six learners. They were paired and grouped for peer feedback. Both quantitative and qualitative analyses were done to compare single versus multiple and anonymous versus non-anonymous peer feedback by using students’ first drafts, revised sentences or phrases, and comments given by peer reviewers. A semi-structured interview was also carried out. The results show that the revised sentences were better in quality when reviewed by multiple peers than by a single peer. Learners as reviewers also gave more direct comments on contents and ideas in the multi-peer mode. When anonymous and non-anonymous environments were compared, identified peer feedback was slightly more effective for writing revisions. The findings suggest that teachers need to employ a multi-peer mode and also to keep monitoring learners during the identified peer feedback activities.
