This study reports the effect of peer and teacher feedback on writing quality of fifty Taiwanese college students divided into two groups: one on Mondays and the other, Thursdays. The group on Monday was provided with peer review followed by teacher feedback, whereas Thursday group received teacher feedback followed by peer review. Quantitative analyses of paired t tests were used to examine the relationships between feedback and writing quality in multiple-draft essays of 18 students. The improvement in drafts following teacher feedback was found to be significantly greater than that following peer review (p < .05). To gain further insight, the instructor had interviews with 12 of the 18 students above. Several students doubted theirs and their peers’ ability to review essays. The students seemed to have confidence only in the teacher, not themselves because teachers were believed to have the expertise to provide suitable feedback.
|Keywords:||Writing-as-Process Approach, Peer Review, Teacher's Written Commentary, Writing Conference|
Assistant Professor, Department of Applied Foreign Languages, National Formosa University, Tainan, Taiwan
Associate Professor, Department of Applied Foreign Languages, National Formosa University, Yun-lin, Taiwan
National Formosa University, Yun-lin, Taiwan
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