ライティングの授業におけるプロセス・ライティングの取り組み

アクション・リサーチ

抄録

This paper explores the incorporation of peer feedback in process-oriented English writing instruction. Participants were forty-one students at Oyama National College of Technology. Data include the pre-questionnaire and post-questionnaire with students 'reflection. Results implicate that peer feedback was beneficial for students to assist them in becoming good writers of English.