Hiroshima Studies in Language and Language Education Issue 18
2015-03-01 発行

ピア・フィードバックを活用した英語パラグラフ・ライティングの指導 : 受講生による授業評価アンケートの結果を中心に

Peer Feedback for Effective L2 Paragraph Writing
This paper reports the results of ‘Communication IIA’ writing courses taught by the present author. The courses tried to foster students’ competence of paragraph writing in English by using peer feedback activities. In the first few weeks, students learned some basic rules concerning English paragraph writing, such as punctuation, topic sentences, supporting sentences, and concluding sentences. Then they learned how writing styles vary depending on topics. They learned one style each week and were assigned oneparagraph writing activity every week. In the next class, they engaged in the peer feedback activities in pairs. They were asked to rate the appropriateness of the target sentences and supporting sentences on a five-point scale. They were also asked to check the appropriateness of English usage, and were asked to make comments. The peer feedback activities lasted for eight weeks. The results of the courses were analyzed in terms of pre- and post- student writings administered at the second and 15th weeks, and students’ responses to questionnaires. The results showed that most students’ writing products improved, and their perceptions of the course were mostly positive.
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