|
| The Journal of Asia TEFL |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Search |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Today |
|
156 |
| Total |
|
3,772,175 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
  Past Issues |
|
|
|
Go List
 |
|
|
| Volume 4 Number 4, Winter 2007, Pages 1-271 |
|
|
|
| |
The Effects of Different Types of Feedback on Revision
|
|
| |
Chiharu Nakanishi
|
|
The purpose of the present study is to examine the effects of feedback and revision on the writing of Japanese EFL learners. The students were divided into four groups, depending on from whom they were given feedback. Forty students participated in this study. The participants were trained to give both self-feedback and peer-feedback in class. After writing first drafts, the students were given feedback in one of the four forms of feedback. (Group A: required to revise after self-feedback, Group B: required to revise after peer-feedback, Group C: required to revise after teacher-feedback, Group D: required to revise after peer & teacher-feedback). The result was that the scores of all groups became higher after each type of feedback, and there was no significant difference according to feedback types. However, the questionnaire indicated that the peer and teacher feedback group most often reported that the comments were useful in revising their drafts.
Keywords: writing, self-feedback, peer-feedback, teacher-feedback, revision |
|
|
|
|
|
The Journal of Asia TEFL
