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Volume 19 Number 3, Autumn 2022, Pages 740-1140   


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Teaching L2 Writing in Large Classes: The Effects of Peer Feedback in Different Task Sequences

    Nayoung Kim


The purpose of this study is to explore the effects of peer feedback combined with different task sequences on written performance in actual large-sized classrooms motivated by several problems in previous peer feedback studies—validity concerns in research design, peer feedback as only product-oriented activity, the lack of effects of feedback on detailed written performance, and primary focus on affective and writing quality. A total of 89 undergraduates were divided into two groups: peer feedback in simple-complex task sequence (PSC) and peer feedback in complex-simple task sequence (PCS). The study employed eleven general and specific measure indices of syntactic complexity, accuracy, and fluency. The findings were that peer feedback influenced accuracy and fluency, and task sequence influenced syntactic complexity. The PSC increased general and specific accuracy, but decreased fluency, whereas the PCS increased general and specific syntactic complexity, specific accuracy, and fluency. Overall, peer feedback in a simple-complex task sequence improved accuracy in an extended manner, and peer feedback in complex-simple task sequence improved various aspects of written performance. The study suggests peer feedback could be a feasible way to improve actual written performance even in large writing classes when task sequences and task complexity are involved with peer feedback.

Keywords: peer feedback, task sequence, large writing classes, task complexity, CAF, cognition hypothesis