ライティング指導におけるピア・フィードバックの効果に関する研究

抄録

The present study examines the role of peer responses in learners' writing process. It focuses on what kind of peer responses the students produced, how they revised their first draft according to those responses, and what they learned through such peer responses. The students received comments from their peers about their first draft, after which they produced a second draft, using the comments they received as guidance. Then they were asked to record their reflections. The results of analysis of students' original and revised texts and peer comments are consistent with the students' reflections. The peer comments were mainly about specific content. They helped the students to realize that they needed to include more explanation or information in their text. As a result, adding sentences to the text was the most popular way of revising for the students. This research revealed that they were able to understand what was needed to improve their writing without an instructor's direct input. Although there were some limitations, this type of writing activity with peer response seemed to promote autonomous learning.