A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China

Yougen Lou; Honglian Liu; Yangmei Li; Jun Yang

doi:doi:10.11648/j.edu.20160506.12

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A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China

Yougen Lou, Honglian Liu, Yangmei Li, Jun Yang

Published in Education Journal (Volume 5, Issue 6)

Received: 11 August 2016 Accepted: 29 August 2016 Published: 18 November 2016

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Abstract

Peer feedback is a key to the quality of group work in foreign language writing classrooms. In order to better understand the use of peer feedback in writing foreign language (English) essays, a fifteen-week study was conducted by guided peer feedback in group work. 60 non-English-majored undergraduates in TG were randomly divided into 15 groups and one group member from every group was chosen as the leader of the group. This study chose three different tools – a checklist, a qualitative feedback sheet and a grading sheet, to guide peer feedback. Two English writing applied tests and an interview were utilized in this study to investigate the students’ views and attitude toward the writing teaching method of guided peer feedback. We found: (1) the method of guided peer feedback in group work could improve non-English-majored undergraduate students’ writing ability; (2) there were significant differences between males in CG and TG, and females in CG and TG; 3) non-English-majored undergraduate students in TG held the positive response for the combined writing instruction.

Published in	Education Journal (Volume 5, Issue 6)
DOI	10.11648/j.edu.20160506.12
Page(s)	136-141
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

Guided Peer Feedback, Group Work, EFL Writing Class

References

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APA Style

Yougen Lou, Honglian Liu, Yangmei Li, Jun Yang. (2016). A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China. Education Journal, 5(6), 136-141. https://doi.org/10.11648/j.edu.20160506.12

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ACS Style

Yougen Lou; Honglian Liu; Yangmei Li; Jun Yang. A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China. Educ. J. 2016, 5(6), 136-141. doi: 10.11648/j.edu.20160506.12

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AMA Style

Yougen Lou, Honglian Liu, Yangmei Li, Jun Yang. A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China. Educ J. 2016;5(6):136-141. doi: 10.11648/j.edu.20160506.12

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@article{10.11648/j.edu.20160506.12,
  author = {Yougen Lou and Honglian Liu and Yangmei Li and Jun Yang},
  title = {A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China},
  journal = {Education Journal},
  volume = {5},
  number = {6},
  pages = {136-141},
  doi = {10.11648/j.edu.20160506.12},
  url = {https://doi.org/10.11648/j.edu.20160506.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20160506.12},
  abstract = {Peer feedback is a key to the quality of group work in foreign language writing classrooms. In order to better understand the use of peer feedback in writing foreign language (English) essays, a fifteen-week study was conducted by guided peer feedback in group work. 60 non-English-majored undergraduates in TG were randomly divided into 15 groups and one group member from every group was chosen as the leader of the group. This study chose three different tools – a checklist, a qualitative feedback sheet and a grading sheet, to guide peer feedback. Two English writing applied tests and an interview were utilized in this study to investigate the students’ views and attitude toward the writing teaching method of guided peer feedback. We found: (1) the method of guided peer feedback in group work could improve non-English-majored undergraduate students’ writing ability; (2) there were significant differences between males in CG and TG, and females in CG and TG; 3) non-English-majored undergraduate students in TG held the positive response for the combined writing instruction.},
 year = {2016}
}

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TY  - JOUR
T1  - A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China
AU  - Yougen Lou
AU  - Honglian Liu
AU  - Yangmei Li
AU  - Jun Yang
Y1  - 2016/11/18
PY  - 2016
N1  - https://doi.org/10.11648/j.edu.20160506.12
DO  - 10.11648/j.edu.20160506.12
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 136
EP  - 141
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20160506.12
AB  - Peer feedback is a key to the quality of group work in foreign language writing classrooms. In order to better understand the use of peer feedback in writing foreign language (English) essays, a fifteen-week study was conducted by guided peer feedback in group work. 60 non-English-majored undergraduates in TG were randomly divided into 15 groups and one group member from every group was chosen as the leader of the group. This study chose three different tools – a checklist, a qualitative feedback sheet and a grading sheet, to guide peer feedback. Two English writing applied tests and an interview were utilized in this study to investigate the students’ views and attitude toward the writing teaching method of guided peer feedback. We found: (1) the method of guided peer feedback in group work could improve non-English-majored undergraduate students’ writing ability; (2) there were significant differences between males in CG and TG, and females in CG and TG; 3) non-English-majored undergraduate students in TG held the positive response for the combined writing instruction.
VL  - 5
IS  - 6
ER  -

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Author Information

Yougen Lou

School of Foreign Studies, Yangtze University, Jingzhou City, China
Honglian Liu

English department, Jingzhou Experimental Middle School, Jingzhou City, China
Yangmei Li

English department, Gong’an County No.1 Middle School, Jingzhou City, China
Jun Yang

School of Foreign Studies, Yangtze University, Jingzhou City, China

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Plain Text BibTeX RIS

APA Style

Yougen Lou, Honglian Liu, Yangmei Li, Jun Yang. (2016). A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China. Education Journal, 5(6), 136-141. https://doi.org/10.11648/j.edu.20160506.12

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ACS Style

Yougen Lou; Honglian Liu; Yangmei Li; Jun Yang. A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China. Educ. J. 2016, 5(6), 136-141. doi: 10.11648/j.edu.20160506.12

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AMA Style

Yougen Lou, Honglian Liu, Yangmei Li, Jun Yang. A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China. Educ J. 2016;5(6):136-141. doi: 10.11648/j.edu.20160506.12

Copy | Download

@article{10.11648/j.edu.20160506.12,
  author = {Yougen Lou and Honglian Liu and Yangmei Li and Jun Yang},
  title = {A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China},
  journal = {Education Journal},
  volume = {5},
  number = {6},
  pages = {136-141},
  doi = {10.11648/j.edu.20160506.12},
  url = {https://doi.org/10.11648/j.edu.20160506.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20160506.12},
  abstract = {Peer feedback is a key to the quality of group work in foreign language writing classrooms. In order to better understand the use of peer feedback in writing foreign language (English) essays, a fifteen-week study was conducted by guided peer feedback in group work. 60 non-English-majored undergraduates in TG were randomly divided into 15 groups and one group member from every group was chosen as the leader of the group. This study chose three different tools – a checklist, a qualitative feedback sheet and a grading sheet, to guide peer feedback. Two English writing applied tests and an interview were utilized in this study to investigate the students’ views and attitude toward the writing teaching method of guided peer feedback. We found: (1) the method of guided peer feedback in group work could improve non-English-majored undergraduate students’ writing ability; (2) there were significant differences between males in CG and TG, and females in CG and TG; 3) non-English-majored undergraduate students in TG held the positive response for the combined writing instruction.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China
AU  - Yougen Lou
AU  - Honglian Liu
AU  - Yangmei Li
AU  - Jun Yang
Y1  - 2016/11/18
PY  - 2016
N1  - https://doi.org/10.11648/j.edu.20160506.12
DO  - 10.11648/j.edu.20160506.12
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 136
EP  - 141
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20160506.12
AB  - Peer feedback is a key to the quality of group work in foreign language writing classrooms. In order to better understand the use of peer feedback in writing foreign language (English) essays, a fifteen-week study was conducted by guided peer feedback in group work. 60 non-English-majored undergraduates in TG were randomly divided into 15 groups and one group member from every group was chosen as the leader of the group. This study chose three different tools – a checklist, a qualitative feedback sheet and a grading sheet, to guide peer feedback. Two English writing applied tests and an interview were utilized in this study to investigate the students’ views and attitude toward the writing teaching method of guided peer feedback. We found: (1) the method of guided peer feedback in group work could improve non-English-majored undergraduate students’ writing ability; (2) there were significant differences between males in CG and TG, and females in CG and TG; 3) non-English-majored undergraduate students in TG held the positive response for the combined writing instruction.
VL  - 5
IS  - 6
ER  -

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