Feedback on student writing: taking the middle path

Abstract Among the many controversies in second language writing instruction is the issue of whether or not to employ peer feedback. The current study collected anonymous questionnaire data on whether second language learners prefer to receive peer feedback as one type of feedback on their writing. Participants were first-and second-year undergraduate ESL students of lower intermediate to high proficiency, 44 in a university in Hong Kong and 77 in a university in Taiwan. All were enrolled in writing courses in which peer, self, and teacher feedback were used. The chi-square test was used to analyze the questionnaire data, with the alpha level set at .05. A statistically significant percentage of participants (93%) indicated they preferred to have feedback from other students as one type of feedback on their writing. This finding, as well as students' written explanations of their choices, is discussed with reference to how best to incorporate peer feedback into second language writing instruction.

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