||Japanese Students’ Perceptions of Peer Corrective Feedback in an EFL Classroom
コルピッツ, ブラッドリー D. F.
358 , 2016-03 , 京都産業大学
The objective of this study was to examine the perceptions Japanese university students in a lowlevel English reading and writing class had giving and receiving peer corrective feedback (CF), and the potential of peer CF to improve their writing skills. The study was designed to address a lack of mixed-methods research that investigates the potential long-term learning opportunities which EFL learners can benefit from when undergoing the CF process. The study took place over the course of a 15-week reading and writing class at Kyoto Sangyo University. The 21 students involved were all trained in CF techniques and this training incorporated activities aimed at raising their language awareness. The course culminated in a five-week essay writing process that involved peer and teacher corrective feedback. The students then reflected on their perceptions of receiving peer and teacher feedback, and on the process of giving peer corrective feedback to other students. Their answers were analyzed using a 14-question quantitative survey measured on a five-point Likert scale and in four open-ended questions, two of which were relevant to this study, for qualitative analysis. The qualitative answers were then coded and categorized. The results indicate that students may find more benefit in giving than receiving corrective feedback. Qualitative analysis also showed a largely positive perception of peer corrective feedback, particularly in regards to the “noticing” that occurs when editing other students’ papers.