This study explores how giving peer feedback helps English language learners to write their own writing. To date, studies on second language writing have been mostly interested in how feedback English language learners received from peers affects their writing, and scholars seem to agree that it helps raise their awareness of audience, despite their limited proficiency. Using a case study methodology, this study compares three Korean learners of English enrolled in an intermediate writing class, focusing on their perceptions of peer feedback, the types of feedback given, and their revisions. The results reveal that even the act of giving peer feedback may help learners develop a critical view of writing and enable them to apply the same critical perspective to their own writing, resulting in their making the same kind of corrections they asked of their peers. The findings of this study show positive effects of giving peer feedback in addition to those of receiving it and thus suggest to writing teachers that they can utilize peer feedback in the class, the students’ limited proficiency and writing ability notwithstanding.
1. Introduction
2. Literature Review: Student Response to Peer Review
3. Method
4. Results
5. Conclusion
References
Appendix 1
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