ライティング指導におけるピアフィードバック : 学習者はどうフィードバックしあうか

抄録

This paper examines student-student written interactions during peer feedback activities in a semester-long English writing instruction. Fifteen students with no prior peer feedback experience participated in the activities in pairs. In order to explore how they interacted with their partners and with their partners' compositions, their written feedback was analyzed in light of negotiation categories such as questions, explanations, restatements, suggestions, grammar corrections, and reactions. These categories, with the exception of grammar corrections, were further classified into seven aspects of compositions. The analysis found not only diverse interactions between peers but also individual variations in such interactions. The findings imply peer feedback provides students ample opportunities of reading and writing for communication and of learning from each other both academically and socially through interactive negotiations. The paper also suggests some directions for future studies.