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Salience of Student Written Feedback by Peer-Revision in EFL Writing Class

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  • Zhu Lei

Abstract

The study investigates the incorporation and effectiveness of student written feedback and their attitudes towards peer feedback in writing class. Taking a qualitative case study approach, this study followes closely a class of thirty-two English juniors over one semester. Data sources include composition drafts, student written feedback and interviews. The data collected demonstrates that students generally accept peer feedback and incorporate most of their peers’ comments and suggestions into their writing revision and that peer feedback provides them with more chances to discuss with their peers and understand their peers’ suggestions on the composition improvement.

Suggested Citation

  • Zhu Lei, 2017. "Salience of Student Written Feedback by Peer-Revision in EFL Writing Class," English Language Teaching, Canadian Center of Science and Education, vol. 10(12), pages 151-151, December.
    • Handle: RePEc:ibn:eltjnl:v:10:y:2017:i:12:p:151
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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