Peer Corrective Feedback Research Articles

Influence of Peer Corrective Feedback (PCF) on Students' Writing Skills in Hortatory Exposition Text

This study aims to determine the influence of peer corrective feedback (PCF) treatment on students' writing skills in the hortatory exposition text of grade XI in the second semester of vocational high school. This research used a quasi-experiment with a non-equivalent pre-test and post-test control group design. The data were collected from forty-three students from the experimental and control groups through observation, tests including pre-test and post-test, and treatment through feedback responses and PCF form for the experimental class. The data were analyzed by using a paired sample t-test to compare the writing skills in each of the two classes, and an independent sample t-test to determine the influence of peer corrective feedback on students’ writing skills. The paired sample t-test indicated a significant difference in writing skills between both classes. The independent sample t-test showed that peer corrective feedback positively influenced students' writing, helping with the correction and revision process, as a result, it is improving their hortatory exposition writing skills. It also enhanced their learning experience and motivation in the classroom as it was supported by more interactive and communicative learning through a collaborative learning environment.

Peer Corrective Feedback: A Review of Its Unique Contributions to Enhancing Second Language Development

Peer corrective feedback (PCF) refers to the dynamic interactions between language learners in which they provide each other with feedback on their language use. Studies have shown that, similar to corrective feedback from teachers or native speakers, PCF can benefit second language development by raising learners’ awareness of gaps in their interlanguage (Sippel & Jackson, 2015). However, PCF is distinct from other forms of corrective feedback and uniquely contributes to second language acquisition and pedagogy. This review first defines PCF and establishes its theoretical basis by discussing how it facilitates language development from sociocultural, cognitive, and interactionist perspectives. The second section reviews evidence demonstrating PCF’s effectiveness in improving second language skills. Finally, comparative studies on PCF and other corrective feedback methods are discussed to highlight PCF’s unique benefits and vulnerabilities.

Corrective Feedback: How has it been implemented in EFL Writing Class?

Studies have shown that during the process of Interlanguage development, language learners cannot avoid making grammatical errors in either spoken or written form. Although it is considered as a normal phase, errors can lower students' confidence to be active EFL learners in the class. Accordingly, they need teachers’ appropriate corrective feedback (CF) to produce effective communication in the target language. Thus, considering the significant contribution of grammar knowledge and teachers' feedback on students' English proficiency, this paper aims to explore the perception of 12 EFL teachers’ practices and 91 students, both of whom are involved in an English writing class, about CF. The instruments used to collect the data was closed- and open-ended questionnaire. The results indicate that teachers vary their CF in terms of frequency and types. In addition, students show a different perspective on the effectiveness of CF in writing class. Also, teachers need to become more familiar with electronic CF in order to implement it better in class including for writing instruction process and promoting peer corrective feedback. In line with these findings, suggestions for future research are provided.

Effect of Language Learning Strategies and Teacher versus Peer Feedback on Reducing Lexical Errors of University Learners

This study examined the effects of language learning strategies (LLS) and coded corrective feedback on reducing four types of lexical errors made by two student groups, one receiving teacher corrective feedback (TCF) and the other peer corrective feedback (PCF). Participants (n=34) were divided into two groups; one group (n=17) received TCF and the second group (n=17) received PCF. Both groups were trained in applying LLS to revise, in response to their respective feedback, coded lexical errors they had made in three practice essays. The study used the Sequential Explanatory strategy of the Mixed Methods’ Design Strategies to compare the groups’ lexical error performance on immediate and delayed post-tests. Findings showed that participants in the PCF group significantly outperformed their TCF counterparts and reduced overall lexical errors at the delayed post-test (week 16). Also, the PCF group reduced ‘unnecessary’ and ‘redundant’ word errors at the delayed post-test, though not significantly. Analysis of students’ reflections, written after training, revealed that students depended on gut feeling and prior experience to revise their errors; they restructured sentences when they could not correct lexical errors and considered collocation errors difficult to correct. Pedagogical implications include adopting specific methods of vocabulary teaching and meaningful error feedback. .

Peer corrective feedback as an opportunity for metalinguistic reflection in tandem telecollaboration

This paper focuses on peer written corrective feedback (PWCF), a pedagogic device whose potential appears still underexploited in second language teaching in Italian schools and universities. Specifically, we aim to contribute to the body of research on the benefits of PWCF as a learning activity for the development of metalinguistic reflection in peer-to-peer native/non-native online communication. Using a sample of tandem interactions between US learners of Italian and Italian learners of English, we conducted a qualitative analysis of the explanations of linguistic phenomena provided by native speakers when commenting on errors after giving corrective feedback on their non-native partners’ pieces of L2 writing. The data analysis confirmed that the feedback-discussing tasks pushed native/non-native peers to actively reflect on both source and target language, engaging in metalinguistic discussions and utilizing cross-linguistic knowledge.

Korean Student Perceptions of Classwide Peer Tutoring for Mechanical Exercises

This study examines learner perceptions into the use of Classwide Peer Tutoring (CPT) as an approach to conduct a mechanical exercise (ME). This research analyzed learner preferences between CPT and other methods of conducting MEs (i.e., oral MEs and written MEs), examined learner perceptions of CPT’s learning effectiveness, and also inquired into student perceptions of CPT’s peer corrective feedback (CF) approach. Forty-six Korean university students participated in this study by completing a survey after experiencing CPT, oral MEs, and written MEs over the course of nine lessons. The data were analyzed through chi-squared, goodness-of-fit tests and descriptive statistics. The results indicated the participants preferred CPT and perceived CPT as more interesting and motivating than the other ME methods. The results also indicated the participants perceived CPT to be more effective than alternative ME approaches. Lastly, the participants had positive perceptions of CPT’s peer CF approach and believed CPT’s peer CF approach was more effective than the CF approach in oral MEs.

Learners’ perceptions and performance under peer versus teacher corrective feedback conditions

This study aimed to examine the effects of teacher corrective feedback (TCF) versus peer corrective feedback (PCF) on Iranian EFL learners’ speaking abilities, and to explore their perceptions of the two CF conditions due to the scarcity and inconsistency of findings in the pertinent literature. To fulfill these objectives, the students’ speaking performance was assessed before and after the treatments, and a questionnaire and follow-up interviews were employed to probe their attitudes. The findings showed greater improvements in the speaking performance of the PCF group although the students had a very low opinion of PCF and favored TCF owing to their concern over issues like trust, grade and face. Although these concerns adversely affected the students’ attitudes, they created facilitating anxiety which drove the PCF learners to engage in the process of learning more actively than their TCF counterparts. Hence, even in teacher-centered cultures, there is a role for PCF.

Is giving better than receiving?

Abstract This study investigated the effects of teacher and peer corrective feedback on pronunciation development, with a special focus on whether providing or receiving peer feedback on pronunciation is more beneficial for L2 production skills. Participants included 96 L2 learners of German. They were assigned to one of three experimental groups or a control group. After general pronunciation training on a segmental and a suprasegmental feature, the teacher group received feedback from a teacher, the provider group gave feedback to peers, and the receiver group listened to feedback from peers. The control group received neither pronunciation training nor feedback. Results from native speaker comprehensibility ratings of learners’ productions indicated that while all groups outperformed the control group, both the teacher and the provider group improved more than the receiver group. In addition, the provider group had a slight edge over the teacher group. Theoretical and pedagogical implications of these findings are discussed.

The Impact of Digitally Regulated Peer Corrective Feedback (CF) on Students' English Writing

This qualitative research investigated if corrective feedback (CF) through a digitally regulated collective evaluation mechanism can generate appropriate revisions in the student's English essays regarding language components. The research used a self-developed learning management system (LMS). Students of an Academic Writing class participated in the study and were required to upload 5-paragraph essays to the LMS and participate in giving CF. The minimum words for every text and the minimum evaluators for each essay were set-up digitally. Learning artifacts of three students were randomly selected using an MS Excel formula and then content-analyzed for the CF of language aspects using NVivo12. The peer CF was then traced back in the final essay. Results show that most of the final revisions do not take on the CF from peers especially regarding the high-order feedback like content (idea), organization, and diction. However, such low-order feedback as typo, capitalization errors, subject-verb agreement, and preposition-noun agreement are identified in the revisions. In conclusion, not all peer-CFs were adopted and the low-order CF is found more pronounced than the high-order one. The finding suggests that online collective CF with a regulated mechanism to an extent can trigger editing skills especially when focused on the low-order errors.

Focused Corrective Feedback and Negotiation of Meaning: Students’ Written Language Accuracy and Their Perception

This study is designed to investigate :1) students’ written language accuracy, 2) effectiveness of teacher’s indirect corrective feedback in enhancing students’ written language accuracy, 3) effectiveness of negotiation of meaning during direct peer corrective feedback , and 4) the students’ perception after the implementation of focused corrective feedback and negotiation of meaning. In enhancing students’ written language accuracy, indirect corrective feedback in the form of codes, and peer direct corrective feedback in the form of explanation were applied to 24 students of English Education Faculty (FKIP) of the University of Lampung who took Pre-intermediate writing class. The design was descriptive quantitative. The results demonstrate that ; (1) language accruracy on grammar is considered low but not on vocabulary and spelling, 2) indirect corrective feedback works well only if the students’ have prior linguistic ability, 3) direct corrective feedback works well because peer (s) did negotiation of meaning in forms of clarification , and 4) students have various response during the corrective feedback. The finding was discussed on the basis of relevant theories. Keywords: Focused corrective feedback, indirect and direct corective feedback, negotiation of meaning, written language accuracy, and perception.

A comparison of computer-mediated peer corrective feedback between high and low-proficiency learners in a Japanese EFL writing classroom

A comparison of computer-mediated peer corrective feedback between high and low-proficiency learners in a Japanese EFL writing classroom

The impact of peer corrective feedback on vocabulary development

AbstractThis study explored whether form‐focused instruction (FFI) and peer corrective feedback (CF) facilitated vocabulary development during peer interaction (PI). Third‐semester learners of German were assigned to a PI group (peer interaction only), PI FFI group (peer interaction and form‐focused instruction), or PI FFI CF group (peer interaction, form‐focused instruction, and peer corrective feedback). Participants in all groups engaged in peer interaction activities, but only the PI FFI group and the PI FFI CF group received form‐focused vocabulary instruction on German nouns, along with their grammatical genders and plural forms. Only the PI FFI CF group was taught to provide feedback to peers during peer interaction. Results from a pretest and two posttests revealed that both experimental groups outperformed the control group on measures of productive and receptive vocabulary, grammatical genders, and noun plurals. In addition, the PI FFI CF group outperformed the PI FFI group on measures of productive and receptive vocabulary. These results highlight the importance of metacognitive instruction for vocabulary development during peer interaction.

Investigating English language learners’ beliefs about oral corrective feedback at Chinese universities: a large-scale survey

This article reports on a large-scale survey study investigating EFL learners’ beliefs about oral corrective feedback (CF). A 44-item questionnaire tapping into learners’ beliefs about corrective feedback was administered to 2670 Chinese EFL learners. These learners were from 15 Chinese universities in 14 provinces and municipalities across the country, which were stratified in accordance with per capita GDP values. An exploratory factor analysis generated seven factors: general attitude toward CF, CF timing, output-prompting CF, uptake, input-providing CF, peer CF, and gravity of errors. The results indicate that participants had an overall positive attitude toward CF, and they showed more preferences for immediate CF over delayed CF, and output-prompting CF over input-providing CF. Additionally, learners were slightly positive about the efficacy of uptake and peer correction. Findings also suggest some consistency between the Chinese learners’ CF beliefs and empirical SLA research about the effectiveness of error correction, as well as the variance of CF-related beliefs across educational contexts.

Developing Peer Corrective Skills in Business Letter Writing in English as a Foreign Language

Peer corrective feedback (PCF) implementation is a topical issue in writing skills development at tertiary level. Those researchers who explore the application of PCF in higher education (e.g. Liu and Sadler, 2003; Hyland, K. and Hyland, F., 2006) admit that students face difficulties in providing quali­ta­tive feedback that determines the effectiveness of this teaching tool. Therefore, the goal of this paper was to investigate what actions could be taken in order to develop students’ PCF skills and, consequently, foster the quality of PCF. The primary research method was a case study in which the participants were 24 second-year undergraduates majoring in English as a Foreign Language (EFL) at a university in Latvia. The materials of the case study involve the genre of a business letter, which plays a vital role in people’s professional and everyday life. The results of the research revealed that providing students with an assessment scale and teaching how to apply it increase the quality of PCF.

Using Online Peer Corrective Feedback to Improve Students’ Writing

Bac Giang Gifted High School, Bac Giang Province

Using Online Peer Corrective Feedback to Improve Students’ Writing

Bac Giang Gifted High School, Bac Giang Province

O feedback corretivo oral em pares para a produção textual escrita no Teletandem Institucional-Integrado

O presente artigo trata do processo de feedback corretivo em pares para a produção textual escrita na modalidade do Teletandem Institucional-Integrado (TTDii), em uma turma de Português Língua Estrangeira (PLE) de uma universidade do sul dos Estados Unidos. Uma das atividades requeridas no TTDii, além dos encontros realizados virtualmente pelo Skype® para a aprendizagem de línguas, é a produção de textos para a prática da escrita na língua-alvo do aluno. Há um processo de escrita colaborativa caracterizado pelas ações de a) escrita; b) envio ao parceiro para correção por escrito; c) feedback corretivo oral na sessão de TTDii seguinte; d) reescrita dos textos. O objetivo deste artigo é apresentar resultados relacionados ao feedback corretivo oral das sessões de TTDii para produções textuais das participantes, a partir da análise dos episódios nos quais os alunos conversam sobre os textos corrigidos. A análise das gravações de áudio e vídeo das sessões de TTDii mostrou que o feedback oral foi benéfico, pois ofereceu oportunidades para que os parceiros esclarecessem dúvidas relativas à correção por escrito, obtivessem explicações gramaticais e culturais da língua portuguesa, entre outras vantagens que são apresentadas neste estudo.

Teacher vs. Peer Oral Corrective Feedback in the German Language Classroom

AbstractThis classroom study investigated the effects of oral teacher and peer corrective feedback on the acquisition of the German present perfect tense, including auxiliary verb selection (a rule‐based structure) and past participle formation (an item‐based structure). Intermediate learners of German were assigned to a teacher feedback condition, a peer feedback condition, or a control group. Learners in the teacher feedback group were corrected by their course instructor, while learners in the peer feedback group were trained to provide guidance to each other at the beginning of a two‐day instructional treatment. Results from both an immediate and delayed posttest showed that while both experimental groups significantly improved in grammatical accuracy with both auxiliary selection and the past participle, the largest improvement was seen among the learners in the peer feedback group. These findings suggest that peer corrective feedback heightens learners' awareness of linguistic forms and that learners who provide such feedback may benefit not only from receiving but also from providing it. The results further demonstrate that peer feedback can be effective with less‐proficient learners and with different types of grammatical structures.

Peer review: Is Giving Corrective Feedback Better than Receiving it in L2 Writing?

Abstract The effect of peer review on L2 writing has already been established. The benefit of peer review to the feedback giver, however, remains to be explored. This quasi-experimental study intends to examine the effect of giving peer corrective feedback on the writing of givers against the effect of receiving it from peers. The study was conducted in an EFL classroom setting with 45 learners of English in three writing classes who were labelled as the “givers”, the “receivers”, and the comparison group. Over four sessions of treatment, the givers reviewed the writing of the receivers with two functions of English articles (a/an as the first mention and the as the anaphoric reference) and simple past tense (regular and irregular) as the features in focus without receiving any comments from others on their writing. The receivers received feedback from peers but were deprived of giving any feedback to others. The comparison group, however, neither gave nor received any peer feedback. The study followed a pretest, posttest, delayed posttest design. Analyses run on the data obtained from a picture description task and a grammaticality judgment test indicated that the givers made significantly more improvements than the receivers and the receivers, in turn, made significantly more improvements than the comparison group in terms of the forms targeted.

Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention

ABSTRACTThis study investigates the beliefs of second language learners regarding peer interaction and peer corrective feedback (CF) as well as the feasibility of a second language intervention, aimed at changing those beliefs. The classroom intervention was designed to promote collaborative learning and to train learners to provide CF to each other. Participants were university‐level learners in 4 required English classes in Japan (N = 167), each assigned to 1 of 4 treatment conditions. While all experimental classes were given peer interaction instruction, 2 classes were given CF training (prompts or recasts). Another class served as the control group. Questionnaires were administered before and after the intervention and selected learners (n = 36) were interviewed. The quantitative (factor‐analysis and matched‐samples t‐tests) and qualitative (grounded theory methodology) analyses revealed that, while learners held positive beliefs about peer interaction and peer CF from the onset, the intervention facilitated trust in their classmates as learning resources, and those who were given CF training displayed an increased willingness to and confidence in providing CF. Also, 2 classroom‐specific variables emerged for the intervention to be effective on language development: a collaborative classroom environment and positive social relationships between learners.