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Interactional Details in Group Peer Feedback in an L2 Writing Class

  • Modern English Education
  • Abbr : MEESO
  • 2012, 13(1), pp.133-147
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching

Hohsung Choe 1 Yu, Ho-Jung 2

1한국외국어대학교
2경일대학교

Accredited

ABSTRACT

The purpose of this study was to explore interactional details occurring in group peer feedback whose participants had different proficiency levels of English. The attention on peer feedback in the process of L2 writing has been paid enough to understand practical importance in developing L2 literacy. However, there was little inquiry in the peer feedback configuration of group, not paired feedback, which could disclose interactional dynamics. Through the interactional dynamics, we as researchers and practitioners in L2 writing can better understand the quality of peer feedback, instead of simply evaluating it from the differences between one draft before peer feedback and a subsequent draft after peer feedback. Therefore, this study examined interactional details in one group peer feedback session where four students provided feedback on one student’s writing. The feedback took place in for about 40 minutes when the writer moderated the feedback process. This study found that the group peer feedback session itself was learning process as they clarified, argued about, and acknowledged what they were reading, as well as proposing and demonstrating an ideal solution. This interaction analysis demonstrated that all of the members contributed to active interaction for the feedback discussion.

Citation status

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