earticle

영어

This research aims to demystify oral peer feedback in the context of EFL pair debate assessment. The current study has three research questions. In which aspect do students focus on in giving the peer feedback? Does the difference of oral proficiency level between pair members lead to the different manner of feedback? How do students perceive peer feedback and peer assessment? After forty-four university students carried out the workshop for the oral debate, they participated in English debate and peer-feedback session and submitted the survey. Researchers analyzed the transcribed oral feedback and conducted t-test in order to confirm whether there is a significant difference between higher and lower level of students in terms of the quantity of six types of feedback (meaning-level, linguistic-focused, para-linguistic, summative, attitude-related, strategy-related feedback). The finding suggests that regardless of proficiency level, students tends to give more meaning-level feedback(content- and organization-focused feedback) than language-related feedback. In addition, higher level of students do not show remarkable difference from the lower level of students in the quantity of every type of feedback. Finally, students viewed peer feedback as a useful means in enhancing the quality of English debate.