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ID 36830
file
title alternative
Peer Feedback for Effective L2 Paragraph Writing
creator
NDC
Education
abstract
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.
journal title
Hiroshima Studies in Language and Language Education
issue
Issue 18
start page
39
end page
54
date of issued
2015-03-01
publisher
広島大学外国語教育研究センター
issn
1347-0892
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
rights
Copyright (c) 2015 広島大学外国語教育研究センター
department
Institute for Foreign Language Research and Education
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