Comparing Anonymous and Unanimous Peer-feedback to English Composition

Abstract

The objective of the present study is to investigate the difference between peer feedbacks with name and without name in Japanese college English composition class. The forty-six students reviewed two English compositions not knowing the writer 's name by both rating them on a scale from 1 to 5 on five criteria (Content, Organization, Vocabulary, Language Use, Mechanics) and giving descriptive feedback. In doing so, they were asked to evaluate one composition with their names and another without The students were told that their feedbacks would be returned to the writers. Their evaluation without their names showed lower scores with more comments for points to be improved. They commented more specifically and directly than when with names. On the other hand, with their names the students evaluated higher in a point scale and commented more in good points. Moreover, the students used more polite forms with their names than without their names. As a result of these findings, suggestions are made with regard to introducing peer feedback in teaching English writing to Japanese college students.