Volume 6, Issue 1 (3-2021)
IJREE 2021, 6(1): 1-15 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Bolourchi A, Soleimani M. The Impact of Peer Feedback on EFL Learners’ Writing Performance and Writing Anxiety. IJREE 2021; 6 (1)
URL: http://ijreeonline.com/article-1-425-en.html
URL: http://ijreeonline.com/article-1-425-en.html
Department of Humanities, Farhangiyan University, Urmia, West Azarbaijan, Iran
Abstract: (5701 Views)
The present study aimed at investigating the effect of peer feedback (PF) on EFL learners’ writing performance and writing anxiety. To this end, two intact classes including 48 intermediate EFL learners were selected and assigned into two groups of experimental and control (24 learners in each). This study had a quasi-experimental design including pre-test, treatment, and post-test to assess the students’ overall writing performance before and after the PF sessions. For data collection, the researchers used pre-test, post-test, 7 writing topics, and Cheng’s (2004) Second Language Writing Anxiety Inventory (SLWAI). The results of paired sample t-test and Mann-Whitney U Test revealed that the experimental group outperformed the control group due to the implementation of PF. Moreover, the researchers conducted Cheng’s SLWAI questionnaire at the end of the study. The findings indicated that the anxiety level of the experimental group receiving PF decreased to a significant extent. The implications are discussed in terms of writing instructors’ use of PF into writing classes to make the environment safer and more comfortable for the language learners to flourish their ideas.
References
1. Abdel Latif, M. M. (2012). Sources of L2 writing apprehension: a study of Egyptian university students. Journal of Research in Reading, 38(2), 194-212. [DOI:10.1111/j.1467-9817.2012.01549.x]
2. Austria, M. A. B. (2017). Peer response as an effective writing strategy. International Journal of Progressive Education, 13(2), 95-104.
3. Bartels, N. (2003). Written peer response in L2 writing. English Teaching Forum, 41(1), 34-37.
4. Brusa, M., & Harutyunyan, L. (2019). Peer review: A tool to enhance the quality of academic written productions. English Language Teaching, 12(5). [DOI:10.5539/elt.v12n5p30]
5. Celce-Murcia, M. (1991). Teaching English as a second or foreign language. Boston, MA: Heinle & Heinle.
6. Chaudron, C. (1984). The effects of feedback on students' composition revisions. RELC Journal, 15(2), 1-14. [DOI:10.1177/003368828401500201]
7. Cheng, Y. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(5), 647-656. [DOI:10.1111/j.1944-9720.2002.tb01903.x]
8. Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313-335. [DOI:10.1016/j.jslw.2004.07.001]
9. Cinar, G. (2014). The Effect of peer feedback on writing anxiety in English as a foreign language students (Unpublished master's thesis). Çağ University, Adana, Turkey.
10. DeDeyn, R. (2011). Student identity, writing anxiety, and writing performance: A correlational study (Unpublished doctoral dissertation). Colorado: Colorado State University.
11. Erkan, D. Y., & Saban, A. I. (2011). Writing performance relative to writing apprehension, self- efficacy in writing, and attitudes towards writing: A correlational study in Turkish tertiary- level EFL. The Asian EFL Journal Quarterly, 13(1), 163-191.
12. Faigley, L. (1986). Competing theories of process: A critique and a proposal. College English, 48(6), 527-542. [DOI:10.2307/376707]
13. Farrah, M. (2012). The impact of peer feedback on improving the writing skills among Hebron university students. An-Najah University Journal for Research, 26(1), 179-210.
14. Hansen, J. G., & Liu, J. (2002). Peer response in second language writing classroom. Ann Arbor, MI: University of Michigan.
15. Hassan, B. A. (2001). The relationship of writing apprehension and self-esteem to the writing quality and quantity of EFL university students. Mansoura Faculty of Education Journal, 39, 1-36.
16. Hendrickson, J. (1978). Error correction in foreign language teaching: Recent theory, research, and practice. Modern Language Journal, 62(8), 387-398. [DOI:10.2307/326176]
17. Huang, M. C. (2004). The use of process writing and Internet technology in a Taiwanese college English writing class: A focus on peer reviews. Doctoral dissertation, The Pennsylvania State University.
18. Huang, Q. (2012). Study on correlation of foreign language anxiety and English reading anxiety. Theory & Practice in Language Studies, 2(7), 55-67. [DOI:10.4304/tpls.2.7.1520-1525]
19. Hussein, S. (2013). An investigation into the factors that associated with writing anxiety for English language learners in UAE universities. Unpublished Doctoral Dissertation. Dubai: The British University.
20. Hyland, K. (2003). Second language writing. Cambridge: Cambridge University [DOI:10.1017/CBO9780511667251]
21. Jahin, J. H. (2012). The effect of peer reviewing on writing apprehension and essay writing ability of prospective EFL teachers. Australian Journal of Teacher Education, 37(11), 60- 84. doi: 10.14221/ajte.2012v37n11.3 [DOI:10.14221/ajte.2012v37n11.3]
22. Keh, C. L. (1990). Feedback in the writing process: a model and methods for implementation. ELT Journal, 44(4), 294-304. [DOI:10.1093/elt/44.4.294]
23. Khalil, E. (2018). The efficacy of peer feedback in Turkish EFL students' writing performance. Journal of Literature and Art Studies, 8(6), 920-931. doi: 10.17265/2159-5836/2018.06.011 [DOI:10.17265/2159-5836/2018.06.011]
24. Koka, A., & Hein, V. (2006). Perceptions of teachers' general and informational feedback and intrinsic motivation in physical education: two-year effects. Perceptual and Motor Skills, 103, 321-332. [DOI:10.2466/pms.103.2.321-332]
25. Kurt, G., & Atay, D. (2007). The effects of peer feedback on the writing anxiety of prospective Turkish teachers of EFL. Journal of Theory and Practice in Education, 3(1), 12-23.
26. Kuyyogsuy, S. (2019). Promoting peer feedback in developing students' English writing ability in L2 writing class. International Education Studies, 12(9), 76-90. doi:10.5539/ies.v12n9p76 [DOI:10.5539/ies.v12n9p76]
27. Lei, Z. (2017). Salience of student written feedback by peer-revision in EFL writing class. English Language Teaching, 10(12), 151-157. doi:10.5539/elt.v10n12p151 [DOI:10.5539/elt.v10n12p151]
28. Leki, I. (1991). The preferences of ESL students for error correction in college-level writing classes. Foreign Language Annals, 24(3), 203-218. [DOI:10.1111/j.1944-9720.1991.tb00464.x]
29. Lindeman, E. (1982). A rhetoric for writing teachers. New York: Oxford University Press.
30. Liu, J., & Hansen, J.G. (2002). Peer response in second language writing classrooms. Ann Arbor, MI: The University of Michigan Press. [DOI:10.3998/mpub.8952]
31. Liu, M., & Ni, H. (2015). Chinese university EFL learners' foreign language writing anxiety: Pattern, Effect and causes. English Language Teaching, 8(3), 46-58. doi:10.5539/elt.v8n3p46 [DOI:10.5539/elt.v8n3p46]
32. Liu, N. F., & Carless, D. (2006). Peer feedback: the learning element of peer assessment. Teaching in Higher Education, 11(3), 279-290. doi: 10.1080/13562510600680582 [DOI:10.1080/13562510600680582]
33. Malec J. F. (2011) Mayo-Portland Adaptability Inventory. In: Kreutzer J.S., DeLuca J., Caplan B. (eds) Encyclopedia of clinical neuropsychology. Springer, New York, NY. [DOI:10.1007/978-0-387-79948-3_1818]
34. Mangelsdorf, K., & Schlumberger, A. (1992). ESL student response stances in peer review task. Journal of Second Language Writing, 1(3), 235-254. [DOI:10.1016/1060-3743(92)90005-A]
35. McLoughlin, C., & Luca, J. (2004). An investigation of the motivational aspects of peer and self- assessment tasks to enhance teamwork outcomes. Edith Cowan University Research Online ECU Publications Pre. 2011, 629-636.
36. Mendonca, C. O., & Johnson, K. E. (1994). Peer review negotiations: Revision activities in ESL writing instruction. TESOL Quarterly, 28(4), 745−769. [DOI:10.2307/3587558]
37. Min, H. T. (2005). Training students to become successful peer reviewers. System, 33(2), 293-308. [DOI:10.1016/j.system.2004.11.003]
38. Min, H. T. (2016). Effect of teacher modeling and feedback on EFL students' peer review skills in peer review training. Journal of Second Language Writing, 31, 43-57. [DOI:10.1016/j.jslw.2016.01.004]
39. Nelson, G. L., & Murphy, J. M. (1993). Peer response groups: Do L2 writers use peer comments in revising their Drafts? TESOL Quarterly, 27(1), 135−141. [DOI:10.2307/3586965]
40. Nicol, D. (2010). From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501-517. [DOI:10.1080/02602931003786559]
41. Onozawa, C. (2010). A study of the process writing approach. RESEARCH NOTE, 10, 153-163.
42. Rahimi, M. (2009). The role of teacher's corrective feedback in improving Iranian EFL learners' writing accuracy over time: Is learner's mother tongue relevant? Reading and Writing, 22(2), 219-243. [DOI:10.1007/s11145-008-9139-5]
43. Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press. [DOI:10.1017/CBO9780511667169]
44. Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching. Cambridge University Press.
45. Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30. [DOI:10.1093/elt/cci003]
46. Soleimani, M., & Modirkhamene, S. (2020). Various corrective feedback types in collaborative vs. individual writing conditions. IJREE, 5(3), 24-39. [DOI:10.29252/ijree.5.3.24]
47. http://ijreeonline.com/article-1-352-en.html
48. Susoy, Z., & Tanyer, S. (2013). A closer look at the foreign language writing anxiety of Turkish EFL pre-service teachers. Paper presented at the International Academic Conference on Education, Teaching, and E-learning. Prague, Czech Republic.
49. Tsui, A. B. M., & Ng, M. (2000). Do secondary L2 writers benefit from peer comments? Journal of Second Language Writing, 9(2), 147-170. [DOI:10.1016/S1060-3743(00)00022-9]
50. Widdowson, H. G. (1984). Reading and communication. In C. Alderson & A. Urquhart (Eds.), Reading in a foreign language (pp. 213-227). New York: Longman.
51. Xiu Yan, J., & Wang, H. (2012). Second language writing anxiety and translation: Performance in a Hong Kong tertiary translation class. The Interpreter and Translator Trainer, 6(2), 171- 194. [DOI:10.1080/13556509.2012.10798835]
52. Yastibas, G. C., & Yastibas, A. E. (2015). The effect of peer feedback on writing anxiety in Turkish EFL (English as a foreign language) students. Social and Behavioral Sciences, 199, 530-538. doi: 10.1016/j.sbspro.2015.07.543 [DOI:10.1016/j.sbspro.2015.07.543]
53. Yu, S., & Lee, I. (2016). Peer feedback in second language writing (2005-2014). Language Teaching, 49(4), 461-493. [DOI:10.1017/S0261444816000161]
54. Zhu, W., & Mitchell, D. A. (2012). Participation in peer response as activity: An examination of peer response stances from an activity theory perspective. TESOL Quarterly, 46(2), 362-386. [DOI:10.1002/tesq.22]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
