Exploring EFL Teacher's Interventions on Peer Feedback: a Case Study in a Writing Classroom

Metathesis: Journal of English Language, Literature, and Teaching

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Field Value
 
Title Exploring EFL Teacher's Interventions on Peer Feedback: a Case Study in a Writing Classroom
 
Creator Suherman, Andri
 
Subject Teacher-supported, peer feedback, EFL teacher, writing classroom
 
Description This research article aimed to investigate the effect of interventions deployed by teachers in peer feedback in the context of Indonesian EFL writing classrooms. The participants in this case study were 16 Indonesian tertiary-level EFL learners. It explored types of teacher’s interventions on peer feedback, analyzed whether the learners use peer feedback to improve their writing, and explored how the learners appreciate peer feedback. The research methods used were questionnaire, teacher interventions, and interviews. The findings revealed three main points; (1) the teacher’s interventions were mostly on grammatical errors, inappropriate vocabularies, and content structures, (2) facilitated by the teacher’s interventions, more than 50% of the peer feedbacks were integrated by the students in their revision, (3) the students generally confirmed the usefulness of interventions deployed by the teacher on peer feedback. The implications of this study were to provide practical insight to EFL teachers into how peer feedback, supported by teacher interventions, can be develop to benefit learning, and to inform EFL teachers with some suggestions to carry out peer feedback to improve learners’ skill of writings.
 
Publisher English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer
 
Contributor
 
Date 2018-10-31
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier http://jurnal.untidar.ac.id/index.php/metathesis/article/view/890
10.31002/metathesis.v2i2.890
 
Source Metathesis: Journal of English Language, Literature, and Teaching; Vol 2, No 2 (2018): Metathesis: Journal of English Language, Literature, and Teaching; 194 - 202
2580-2720
2580-2712
10.31002/metathesis.v2i2
 
Language eng
 
Relation http://jurnal.untidar.ac.id/index.php/metathesis/article/view/890/694
 
Rights Copyright (c) 2018 Metathesis: journal of English language, literature, and teaching
http://creativecommons.org/licenses/by-sa/4.0
 

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