Abstract

Peer response has gradually gained popularity in teaching English writing to English as a Foreign Language (EFL) learners in recently years. A number of researches have proved its advantages while Chinese English teachers are still doubting its validity and possibility. This paper aims to prove that incorporating peer response and teacher feedback is advantageous to EFL learners’ English writing. It would start with the explanation of some key terms and then first examine the benefits of peer response to verify the necessity of introducing it to an English writing class for EFL learners. Then drawbacks of teacher feedback would be argued with the certification that it is corresponding to some advantages of peer response. Finally, the contribution of using peer response and teacher feedback together would be discussed to further attest the argument mentioned above. At the end of the paper, a conclusion will be made to generally summarize what has been discussed and how this relates to being a language professional. Hopefully, it could be informative and constructive for Chinese English teachers to take a closer step into the theoretical base of this teaching strategy which has been established by former researchers and seek for the possibility of its implementation in the real-setting classroom in EFL context.

Highlights

  • Corrective feedback (CF) plays an important role in English as a Foreign Language (EFL) classroom, especially for teaching writing

  • This paper aims to verify the positive relationship between CF, especially the combination of peer response and teacher’s feedback, and the writing ability of EFL learners in order to help Chinese college English teachers see and practice such CF form to improve their students’ writing ability

  • Written corrective feedback (WCF) is one form of CF and usually used in students’ writing to help them identify issues in the grammar or the structure and revise for a better version than the original text. It could be further divided into teacher feedback which is provided by the teacher and peer response which is offered by the peer

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Summary

Introduction

Corrective feedback (CF) plays an important role in English as a Foreign Language (EFL) classroom, especially for teaching writing. CF has different forms and to be more specific, peer response and teacher feedback are most often adopted as techniques to evaluate students’ English writing ability. The drawbacks of the teacher feedback have been gradually obvious in real context (e.g. Anson & Anson, 2017). Both of them cannot completely substitute the other, so incorporating peer response with teacher feedback will be more beneficial for most EFL classroom. This paper aims to verify the positive relationship between CF, especially the combination of peer response and teacher’s feedback, and the writing ability of EFL learners in order to help Chinese college English teachers see and practice such CF form to improve their students’ writing ability. Hoping that more Chinese teachers could make some tries or take some practices in their classes to gain the benefits of this CF form

Literature Review
Key Concepts
Advantages of Peer Response
Drawbacks of Teacher Feedback
Contributions of Incorporating Peer Response with Teacher Feedback
Conclusion
Full Text
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