摘要
While studies in peer feedback in second language writing have covered a wide scope of areas,there is a paucity of research looking at individual peer reviewers and their specific views about peer feedback.Low-level students,in particular,have always been a group of students that receive a modicum of attention in peer feedback research.This study looks at how four lowlevel students participated in peer feedback sessions and explores the reasons of different kinds of student participations.Data collection methods are composed of classroom observation,analysis of students’writing assignments,and student interviews.The findings of this study indicate that among the four participants there are four kinds of participations in peer feedback sessions,and the possible reasons include individual personalities,past traumatic experiences,low language proficiency,and poor sense of self-awareness.It is suggested that peer feedback in second language writing is a complicated issue whereby students’views,cognitive and affective needs should be taken into consideration,and writing teachers need to reconsider and redesign peer feedback sessions in second language writing classrooms according to specific teaching contexts.
While studies in peer feedback in second language writing have covered a wide scope of areas, there is a paucity of research looking at individual peer reviewers and their specific views about peer feedback. Low-level students, in particular, have always been a group of students that receive a modicum of attention in peer feedback research. This study looks at how four lowlevel students participated in peer feedback sessions and explores the reasons of different kinds of student participations. Data collection methods are composed of classroom observation, analysis of students' writing assignments, and student interviews.The findings of this study indicate that among the four participants there are four kinds of participations in peer feedback sessions, and the possible reasons include individual personalities, past traumatic experiences, low language proficiency, and poor sense of self-awareness. It is suggested that peer feedback in second language writing is a complicated issue whereby students' views, cognitive and affective needs should be taken into consideration, and writing teachers need to reconsider and redesign peer feedback sessions in second language writing classrooms according to specific teaching contexts.
出处
《海外英语》
2016年第8期236-238,共3页
Overseas English
