EFL 대학생의 영어 글쓰기 과정에서 동료 피드백 유형 분석과 학습자 인식 연구

Abstract

The purpose of this study examined the characteristics of peer feedback provided by EFL college students in the English writing process and their perceptions toward the peer feedback activity. For the data collection, 48 freshmen of general English reading and writing course were asked to write and provide peer feedback in pairs based on the process-oriented writing approach. Students’ first and final drafts were compared and analyzed with Faigley and Witte(1981)’s feedback revision types and Kim(2013)'s scoring rubric. The pre-and post survey with open-ended questions were analyzed to find out students’ perceptions. The results revealed that learners provided feedback regarding surface changes more than meaning changes, and there was a statistically significant improvement from the first to final draft. In addition, students showed positive perceptions towards the peer feedback activity, indicating that regardless of the learners’ limited linguistic knowledge, peer feedback was helpful for improving the learners’ writing and their interactions each other. Limitations and pedagogical implications were further discussed.