Abstract
The purpose of this study is to understand the effect of peer feedback on idea generation in the writing process. To this end, we investigated how the number and type of middle school students’ peer feedback in the generating stage, and how the receiving and transmitting patterns of peer feedback affect the quality of the draft and the awareness of students’ activities. 176 middle school students participated in this study. Performing the book review writing task, they conducted peer feedback during the idea generation process, wrote the draft, and conducted a survey on peer feedback activities. Friendly feedback (based on the nature of feedback), content feedback (based on the feedback area), and commentary feedback (based on the content of feedback) accounted for the largest number, respectively. When classifying based on the content of feedback, the influence of receiving peer feedback was not significant for all feedback types. However, giving peer feedback yielded a significant influence for certain feedback content types. From these results, we found that the experience of peer feedback itself can have a significant effect on improving writing ability and that the act of responding to other people’s writing itself may expand the meta-perception of the writing process.
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