Peer Response to L2 Student Writing: Patterns and Expectations

Abdel Rahman Abdalla Salih

Abstract


This paper reports the corrective feedback patterns in L2 writing and the student writers’ preferences for peer feedback. The study examines the actual focus of peer review and the types of corrective feedback provided in L2 composing process. Sixteen L2 matriculation students at a Malaysian university took part in five peer review sessions, responded to a debriefing questionnaire, and participated in an interview session after completing the peer review activities. Results show that peer responses to writing focused more on clarity of feedback unlike writer expectations which focused more on grammar correction. The study confirms the relevance of peer review as an alternative feedback delivery system in L2 writing and suggests that peer corrective feedback provides teachers with important perspectives about the L2 students’ language and writing knowledge.


Full Text: PDF DOI: 10.5539/elt.v6n3p42

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

Copyright © Canadian Center of Science and Education

To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.