Speaker
Abstract section 2: Contribution/research questions
Research Question:
1. Does peer oral feedback result in improvement of student writers' and editors' essays?
Abstract section 5: References
Fang, X., Rongping, C., & Wenyu, G. (2025). Efficacy of face-to-face versus online peer feedback on EFL/ESL writing performance: A meta-analysis. Asian Journal of Applied Linguistics,
9(1), 1-25.
Ho, P. V. P., Ly, H. H., & Thien, N. M. (2020). The incorporation of quality peer feedback into writing revision. Asian Journal of Applied Linguistics, 7(1), 45-59.
Paulus, T. (1999). The effect of peer and teacher feedback on student writing. Journal of Second Language Writing, 8(3), 265-289.
Schmid, L. M. (1999). The effects of peer response on essay drafts [Unpublished master's thesis]. California State University, Sacramento.
Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Ed. & Trans.). The MIT Press.
Abstract section 3: Content/method
This quantitative study explored the effects of oral peer feedback on student expository essays. Two Media Studies classes participated, with 10 student writers and 9 editors. Expert evaluators scored drafts and revisions using an analytic scoring scale for content, organization, and grammar. A t-test revealed significant differences in average scores. The oral peer feedback process involved three stages: silent reading, group discussion, and writer-editor interaction. The process was audio-video recorded and used to guide revisions.
Abstract section 4: Outcomes/results
The study found that peer oral feedback significantly improved student expository compositions in content, organization, and grammar across four text types. Student writers' revisions showed higher average scores than drafts, with grammar improving the most (p<.05). Student editors, who did not receive direct feedback, also enhanced their compositions after participating in oral peer feedback, demonstrating self-assessment and learning. The greatest improvements were in grammar, followed by organization and content. Results support Vygotsky's socio-interaction theory and suggest incorporating peer oral feedback into language programs to boost writing skills.
Abstract section 1: Relevance
This study on the impact of peer oral feedback on students' writing skills is very relevant to current educational practices. Research indicates that peer feedback is effective in enhancing writing skills, especially when well-structured. This aligns with Vygotsky's socio-interaction theory, which highlights the importance of social interaction in learning. By incorporating peer oral feedback, students can identify and fix errors, improving content, organization, and grammar. This method encourages collaborative learning, boosts critical thinking, and develops self-editing skills. Numerous studies support the inclusion of peer feedback in language instruction, citing benefits like better writing quality and higher student engagement.
| Title | Effects of Peer Oral Feedback on Students' Essays |
|---|---|
| Teaching Context | College and university education |