AsiaTEFL Logo        The Journal of Asia TEFL
   
The Journal of Asia TEFL
Articles By Subject
Current Issue
Past Issues
Special Issue
Information of the Journal
Editorial Board
Submission Guidelines
Ethical Guidelines
Manuscript Submission
Journal Order
Search
Today 1,202
Total 5,278,678
Past Issues
Go List

Volume 15 Number 2, Summer 2018, Pages 257-565   


 http://dx.doi.org/10.18823/asiatefl.2018.15.2.11.429 PDF Download
   

Effectiveness of Teacher and Peer Feedback: Through the Lens of Korean Tertiary Writing Classroom
    Jeongyeon Park


This classroom-based research attempted to explore whether teacher and peer feedback can be effectively implemented in an EFL writing classroom at the tertiary level. Characteristics of teacher and peer feedback, students' use of feedback along with perceived usefulness, and complementing effects of teacher and peer feedback were analyzed. Twenty students enrolled in an academic writing course participated in the study. Students engaged in drafting, revising, and editing stages of writing under the process approach. Data gathered were essay drafts, a survey on teacher and peer feedback, and interviews. The study found that teacher and peer feedback included various categories (e.g., identification, suggestion) and areas (e.g., thesis, organization) of feedback, yet teacher feedback was more balanced than peer feedback. Students found both teacher and peer reviews helpful and recognized the benefits of each, but they favored and incorporated more of the teacher feedback. The interviews, however, revealed that most students appreciated peer feedback because they could learn new perspectives and expressions. Students also felt less obliged to accept all of peers' comments, compared to teachers' feedback, leading them to critically evaluate their usefulness. Active verbal interactions and in-depth trainings were suggested to make both types of feedback more meaningful.

Keywords: L2 writing, EFL, process writing, teacher feedback, peer feedback