Regresar

Effectiveness of Teacher and Peer Feedback in EFL Writing: A Case of High School Students

Abstract:

The aim of this study is to assess and compare the effectiveness of three types of EFL writing feedback: teacher direct, teacher indirect, and peer feedback, while also exploring student perceptions of the feedback they receive. For this purpose, a mixed-method approach was used, combining a quasi-experimental and a survey design. Eighty-two EFL learners (aged 17-18 years old) were divided into four groups (three intervention groups who received feedback and one control group who did not) and practised EFL writing skills for a two-month period. After the intervention, the students from the intervention groups (62) answered a questionnaire related to their perceptions about the feedback received. The results of pre-and post-tests showed an improvement in EFL writing skills in all the groups. Likewise, there was a statistically significant difference in the results of the post-test between the groups who received …

Año de publicación:

2023

Keywords:

    Fuente:

    googlegoogle

    Tipo de documento:

    Other

    Estado:

    Acceso abierto

    Áreas de conocimiento:

    • Pedagogía
    • Pedagogía

    Áreas temáticas:

    • Educación
    • Inglés e inglés antiguo (anglosajón)
    • Literatura y retórica

    Contribuidores:

    Cristhian SarangoCristhian Sarango