영작문 동료피드백의 정의적 요소

The purpose of this study is to explore the affective factors underlying peer feedback and their interaction in process-oriented L2 writing. Fourty-three university students who had exchanged their feedback online in a content-based English writing class in 2016 responded to a questionnaire assessing their motivations, perceptions, anxiety, confidence, and burden associated with the peer feedback process. The qualitative analysis of the survey responses revealed that the students generally perceived peer feedback as beneficial. The students’ anxiety or burden related to the peer feedback process was not as severe as suggested in the literature, although a minority of students expressed their anxiety related to negative feedback, as well as their lack of confidence in their peers and themselves as feedback providers. A further qualitative analysis of a follow-up interview procedure suggested that the students’ mutual learning, the instructor’s regular feedback training, and the provision of a web-based feedback exchange system contributed to the students’ positive perceptions of peer feedback and to the reduction of some potential anxiety and burdens. Factor analysis identified five major factors underlying the current web-based peer feedback-perceived benefits and motivation, anxiety related to negative feedback, investment and cost, discomfort with teacher feedback, and anxiety with direct interaction.