위키기반 EFL 글쓰기에서 나타난 협력적 동료 수정과 피드백에 대한 연구

Wiki is an online writing tool which can be used to promote learners’ cooperative learning experiences through peer interaction and collaboration in L2 writing. This study uses data from EFL peer-reviewers’ feedback on a peer’s solitary wiki writings to examine the emerging patterns of peer revision and comments. A total of 39 EFL tertiary-level students participated in triad peer feedback activities, with each team consisting of three members with different L2 writing proficiency. Overall, the study found that the participants revised their peers’ writing using three broad types of revision strategies: surface-level (e.g., grammar correction), micro-level (e.g., elaboration of meaning), and macro-level (e.g., reorganization of content). Among these types, surface-level revision was the most frequently used, followed by microand macro-level revisions. Also, the intra-group patterns of peer revision indicated that proficient L2 writers tended to focus more on both macro-and micro-level revision compared to less proficient ones. This study shows wiki-based writing can be used effectively to have L2 writers actively involved in collaborative environments through sharing constructive peer-feedback. The findings suggest that teachers need to make their students aware of the repertoire of revision strategies and seek to broaden the scope of peer feedback types according to their proficiency levels.