文章基本信息

标题：The Effect of Different Types of Peer Feedback Provision on EFL Students’ Writing Performance
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作者：Shirly Rizki Kusumaningrum ; Bambang Yudi Cahyono ; Johannes Ananto Prayogo 等
期刊名称：International Journal of Instruction
印刷版ISSN：1694-609X
电子版ISSN：1308-1470
出版年度：2019
卷号：12
期号：1
页码：1-12
出版社：International Journal of Instruction
摘要：Writing in English is often claimed as the most complex skills compared to the other three skills. Due to its complexity, feedback is seen to be an important part in writing process since it can lead to the students’ better writing performance. It has been a consensus that teacher feedback is not practical to be given in a class with a big number of students; thus, this challenges peer feedback to be implemented in the writing classroom. While there are studies showing that peer feedback is effective to enhance the students’ writing performance, how peer feedback should be conducted has been overlooked and limited. In this study, we investigated the effect of two types of peer feedback provision on the students’ writing performance. This study involved 55 EFL students of the English Department of a state university in Indonesia. The study revealed that both in-class peer feedback provision and small group peer feedback provisiom led to the students’ better writing performance. Nonetheless, neither of these two was more effective than the other. This indicates that regardless of the types of peer feedback provision, the results will be the same.
关键词：EFL writing classes; in;class peer feedback provision; small;group peer feedback provision; students’ writing performance