Exploring Contents of Peer Feedback Dynamics Using Patterns of Pair Interaction: Iranian EFL Learners' Written Discourse in Focus

الموضوعات : Research in English Language Pedagogy

Ahmadreza Jamshidipour ¹ (Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran)
Hamidreza Khalaji ² (Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran)
Faramarz Azizmalayeri ³ (Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran)

تاريخ الإرسال : 08 الإثنين , ربيع الثاني, 1442 تاريخ التأكيد : 18 السبت , جمادى الأولى, 1442 تاريخ الإصدار : 17 الجمعة , جمادى الأولى, 1442

الکلمات المفتاحية: Peer Feedback Dynamics, Patterns of Pair Interaction, writing skill, Content of Peer Feedback, Iranian EFL learners,

ملخص المقالة :

This study investigated the content of peer feedback dynamics using patterns of pair interaction among Iranian EFL learners in English writing class, making use of Audio Stimulated Recall (ASR) interview and the compositions. This qualitative case study was conducted comprising twelve EFL learners at Poldokhtar University. Three kinds of data, including semi-structured interviews, writing assignments, and the artifacts of peer feedback dynamic using patterns of pair interaction, were analyzed by software NVivo 8.0. The findings revealed that the quality of writing was improved by peer feedback dynamics using patterns of pair interaction; the content of peer feedback dynamics became more detailed and various, and the content of peer feedback dynamics focuses on the six aspects including mechanics, syntax, error correction, pragmatic functions, word choice, and style.Specifically, students perceived the contents of the writing, reinforced their critical thinking ability, and enhanced their social interaction skills. Hence, peer feedback should be implemented in L2 writing. Some implications of the study were discussed.

المصادر:

Allharbi, M. A. (2019). Patterns of EFL learners’ and instructor’s interactions in an asynchronous group discussion on free writing. Arab Society of English Language Studies. https://doi.org/10.28945/4143.

Amrhein, H. R., & Nassaji, H. (2010). Written corrective feedback: What do students and teachers prefer and why? Canadian Journal of Applied Linguistics, 13, 95−127.

Austria, M. A. B. (2017). Peer Response as an Effective Writing Strategy. International Journal of Progressive Education, 13(2),95-104.

Bazeley. A.  (2013). Qualitative data analysis with NVivo. London: Sage.

Biber, D., Nekrasova, T., & Horn, B. (2011). The effectiveness of feedback for L1-English and L2- writing development: A meta-analysis. TOEFL it TM Research Report. Retrieved fromhttps://www.ets.org/Media/Research/pdf/RR-11-05.pdf

Bijami, M. (2013). Peer feedback in learning English writing: Advantages and disadvantages. Journal of Studies in Education, 3(4), 91-98.

Bogdan, R. C., & Biklen, S. K. (2003). Qualitative research for education: An introduction to theories and methods (4th ed.).New York, NY: Pearson Education Group.

Brown, G., & Yule. G. (1983). Discourse analysis. Cambridge: Cambridge University Press.

Brusa, M., & Harutyunyan, L. (2019). Peer review: A tool to enhance the quality of academic written productions. English Language Teaching, 12(5). doi.org/10.5539/elt.v12n5p30

Chang, Y. H. (2016). Two decades of research in L2 peer review. Journal of Writing Research, 8(1), 81-117. doi.org/10.17239/jowr-2016.08.01.03

Chen J. P. (2005). Language characters and their translation in business contract English. Chinese Translators Journal, 7, 23-28.

Chomsky, N. (2002). Syntactic Structure. Mouton de Gruyter, Berlin & New York.

Chong, I. (2017). Reconsidering teacher, peer, and computer-generated feedback. Current Issues in TESOL, 886−893. doi: 10.1002/tesj.334

Cohen, L.  (2007). Research methods in education (7th ed.). London: Routledge.

Cox, C. D., Peeters, M. J., Stanford, B. L., & Seifert, C. F. (2013). The pilot of peer assessment within experiential teaching and learning. Currents in Pharmacy Teaching and Learning, 5, 311-320.

Dignen, B. (2014). Five reasons why feedback may be the most important skills. Available at http://www.cambridge.org/elt/blog/2014/03/five-reasons-feedback-may-important-skill/

Enginarlar, H. (1993). Student response to teacher feedback in EFL writing. System, 21, 193−204. doi: 10.1016/0346-251x(93)90041-e

Ferris, D. R., Brown, J., Liu, H., & Stine, M. E. A. (2011). Responding to L2 writers in college writing classes: What teachers say and what they do. TESOL Quarterly, 45, 207−234. doi: 10.5054/tq.2011.247706

Ferris, D., Eckstein, G., & DeHond, G. (2017). Self-directed language development: A study of first-year college writers. Research in the Teaching of English, 51(4), 418.

Ferris, D. R. (2003). Response to student writing: implications for second language students. Mahwah NJ: Lawrence Erlbaum Associates.

Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College composition and communication, 32(4),365-387. https://doi.org/10.2307/356600

Foster, P. (2007). Working with critical feedback to improve research writing. In P. C. Taylor and J. Wallance (eds.), Contemporary qualitative research: Exemplars for science, mathematics educators, (pp. 15-22). Springer.

Gnadimathi, A., & Zarei, N. (2018). The impact of critical thinking on learning the English language. Asian Journal of Social Science Research, 1(2), 25-35.

Gielen, M., & De Waver, B. (2015). Structuring peer assessment: Comparing the impact of the degree of structure on peer feedback content. Computers in Human Behavior, 52, 315-325. doi: 10.1016/j.chb.2015.06.019.

Graham, S. (2010). Teaching writing. In P. Hogan (Ed.), Cambridge encyclopedia of language sciences (pp. 848-851). Cambridge, UK: Cambridge University Press.

Hansen, J. G. & Liu, J. (2005). Guiding principles for effective peer response. ELT Journal, 59(1), 31-38.

Hirose, K. (2008). Cooperative learning in English writing instruction through peer feedback. Retrieved from: jasce.jp/conf05/hirosepaper.doc.

Hu, G. & Lam. S. T. E.  (2010). Issues of cultural appropriateness and pedagogical efficacy: Exploring peer review in a second language writing class. Instructional Science, 38, 371-394. doi.org/10.1007/s11251-008-9086-1

Hu, G. (2005). Using peer review with Chinese ESL student writers. Language Teaching Research, 9(3), 321-342.

Hyland, K., & Hyland, F. (2006). Feedback on second language students' writing. Language Teaching, 39(2), 83-101.

Hyland, K. (2003). Second language writing. New York: Cambridge University Press.

Junqueira, L., & Payant, C. (2015). “I just want to do it right, but it’s so hard”: A novice teacher’s written feedback beliefs and practices. Journal of Second Language Writing, 27, 19−36. doi: 10.1016/j.jslw.2014.11.001

Kamimura, T. (2006). Effects of peer feedback on EFL student writers at different levels of English proficiency: A Japanese context. TESL Canada Journal, 23(2), 12-39.

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.org/10.17265/2159-5836/2018.06.011.

Kunwongse, S. (2013). Peer Feedback, Benefits, and Drawbacks. Thammasat Review, 16(3),  277-288.

Lam, R. (2010). A peer review training workshop: Coaching students to give and evaluate peer feedback. TESL Canada Journal, 27(2), 114-127. https://doi.org/10.18806/tesl.v27i2.1052

Liu, J. & Hansen. J. (2002). Peer response in second language writing classrooms. Michigan: University of Michigan Press. https://doi.org/10.3998/mpub.8952

Liu, Q, & Wu, S. (2019). Same goal, varying beliefs: How students and teachers see the effectiveness of second language writing. Journal of Writing Research, 11 (2), 299-330.

Lundstrom, K., & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s writing. Journal of Second Language Writing, 18, 30-43. doi.org/10.1016/j.jslw.2008.06.002

Memari Hanjani, A. (2016). Collaborative revision in L2 writing: learners‟ reflections. ELT Journal, 70(3), 296-307.

Memari Hanjani, A. & Li, L. (2014a). Exploring L2 writers' collaborative revision interactions and their writing performance. System, (44), 101–14.

Memari Hanjani, A. & Li, L. (2014b). EFL learners‟ written reflections on their experience of attending process genre-based, student-centered essay writing course. The Asian Journal of Applied Linguistics, 1(2), 149–66.

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. https://doi.org/10.1016/j.jslw.2016.01.004

Min, H.T.  (2005). Training students to become successful peer reviewers. System, 33(2), 293─308.

Oliver, R. (2002). The patterns of negotiation for meaning in child interactions. Modern Language Journal, 86, 97-111.

Pinter, A. (2005). Task repetition with 10-year-old children. In C. Edwards & J. Willis (Eds.), Teachers exploring tasks in English language teaching (pp. 113-126). Basingstoke: Palgrave Macmillan.

Pinter, A. (2007). Benefits of peer-peer interaction: 10-year-old children practicing with a communication task. Language Teaching Research, 11(2), 1-19.

Rafiei, M., & Salihi, N. (2016). Iranian English Teachers’ Perception of applying different feedback in writing. Theory and Practice in Language Studies, 6, 283−290.

Rashidi, N. & Rafieerad, M. (2010). Analyzing Patterns of Classroom Interaction in EFL Classrooms in Iran. The Journal of ASIA TEFL, 7(3), 93-120.

Rao, S.P. (2019). The teaching of writing skills to foreign or second language learners of English. International E-Journal for Research in ELT. 5(2). 136-152.

Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30. https://doi.org/10.1093/elt/cci003

Ruegg, R. (2017). Learner revision practices and perceptions of peer and teacher feedback. Writing & Pedagogy, 9, 275−300. doi: 10.1558/wap.33157

Ruggiero, V. R. (2012). The art of thinking: A guide to critical and creative thought (10th ed.). Pearson.

Saito, H. (1994). Teachers’ practice and students’ preferences for feedback on second language writing: A case study of adult ESL learners. TESL Canada Journal, 11, 46−70. doi: 10.18806/tesl.v11i2.633

Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, 20, 286-305.

Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119-158.

Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153-173.

Truscott, J. (2004). Evidence and conjecture on the effects of correction: A response to Chandler. Journal of Second Language Writing, 13, 337-343.

Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16, 255-272.

Tsui, A. B. M. & Ng, M. (2000). “Do secondary L2 writers benefit from peer comments”? Journal of Second Language Writing, 9, 147- 170. Retrieved from http.//www0. hku. hk/curric/amytsui/bk_reviews/docs/Do_Secondary_L2_Writers_Benefit_from_Peer_Comments. pdf.

Yang, L. G. (2014). Business English writing course (2nd ed.). Beijing, PRC: China Rinmin University Press.

Yong, M. F. (2010). Collaborative writing features. RELC Journal, 41(1), 18-30.

Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16(2), 195-209. doi.org/10.2307/3586792.

Zhang, Z. C. (2007). Towards an integrated approach to teaching Business English: A Chinese experience. English for Specific Purposes, 26, 399-410.

Zhu, W. (2001). Interaction and feedback in mixed peer response groups. Journal of Second Language Writing, 10, 251-276.