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The Effect of Self and Peer Feedback: Learner Autonomy in High School Writing Classes

  • Modern English Education
  • Abbr : MEESO
  • 2016, 17(3), pp.53-77
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Published : August 31, 2016

박찬숙 1 Hyun-Ju Kim 2

1동탄국제국제고등학교
2단국대학교

Accredited

ABSTRACT

The purpose of this study is to identify how self and peer-feedback affects learner autonomy in high school writing classes. This study examined perception fluctuations regarding three components which affect learner autonomy: responsibility, selfconfidence, and meta-cognitive strategy use. This study was conducted at a public global high school in the Gyeonggi Province of Korea. The participants, all twentyfour of which are senior high school students, responded to pre and post surveys on learner autonomy and completed three writing tasks with two self or peer-feedback and revision sessions for each of the writing tasks. A paired t-test and the interviews were conducted to understand the perception changes and the effect of self and peer feedback on learner autonomy. The findings of this study showed that peer-feedback helped students feel more responsible for their own writing and increased their selfconfidence about their English writing, while self-feedback helped them to use metacognitive strategies more effectively than before. These results suggest that self and peer-feedback can help Korean EFL learners improve learner autonomy and delve into the development of their own writing.

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