earticle

영어

Peer feedback which is believed to have the potential to develop students’ writing skills has been recognized as an essential component in EFL as well as ESL writing classes. With its growing application to writing classrooms, an increasing number of studies have conducted from different perspectives to investigate mainly its effects on student writers’ writing skills. However, relatively little research has tackled on what and how the feedback givers and receivers perform during the course of giving and receiving peer feedback. The purpose of the present study is to broaden our understanding of peer feedback in EFL writing settings by closely examining what and how Korean EFL students at different proficiency levels perform, and respond to, peer feedback. Twenty-two low- and 22 high-intermediate university students (44 students in total) participated in the study. This study adapted both quantitative and qualitative approaches. First, the students’ feedback on the essays was analyzed in two aspects: global aspect (e.g., content and organization) and local aspect (e.g., word choice, grammar, and punctuations). Second, the students’ revisions based on peer feedback were scrutinized to appreciate how feedback effected the subsequent revision of the essay. Finally, interviews were also implemented to understand the receivers’ judgement on peer feedback. The findings of the study will offer some pedagogical implications.