The Effectiveness of EFL students’ peer feedback practices in composition classes: a case study at a state university in Turkey

Download

index.pdf

Date

2019

Author

Demir, Sinem

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

191
views

141
downloads

Conducted in the preparatory school of a state university in central Turkey, this thesis study aimed to investigate the extent to which EFL students incorporate peer feedback into their essay revisions, to explore EFL students’ and EFL instructors’ views on the effectiveness of the peer feedback practices and also their suggestions for improving these practices. The study was carried out with 109 participants, including 100 EFL students and 9 EFL instructors in the second term in 2018-2019 academic year. The data were collected from EFL students through the analyses of students’ discussions in the peer feedback sessions, their drafts and peer feedback checklists, student surveys and stimulated recall sessions, and semi-structured interviews were conducted with EFL instructors. The findings of the study revealed that students selectively incorporated more than half of the peer feedback they received, and they mostly incorporated peer feedback on mechanics, grammatical accuracy and lexical accuracy. Regarding their views on the effectiveness of their peer feedback practices, it was observed that despite also reporting the problems and difficulties they had during their peer feedback practices, students mostly found peer feedback practices useful for their improvements as writers, their social skills and the improvements on their essays. Although they shared similar views with students on the contributions of their peer feedback practices to students’ improvements as writers and their improvements in social skills, the instructors were observed to be more doubtful about the effectiveness of the students’ peer feedback practices on students’ essay revisions based on their observations. In terms of student and instructor suggestions, it was seen that while the instructor suggestions were more about making the students’ peer feedback practices more effective and structured, the students’ suggestions were found to be mostly related to their desire to exchange more feedback.

Subject Keywords

English language, English language Composition and exercises., Keywords: Second Language Writing, Process Approach, Peer Feedback, Peer Feedback Incorporation, Revision

URI

http://etd.lib.metu.edu.tr/upload/12624426/index.pdf
https://hdl.handle.net/11511/44905

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

The Effect of english opinion essay writing instruction on Turkish essay writing : a case of university preparatory school students Kaya, Seyithan; Sağın Şimşek, Sultan Çiğdem; Department of English Language Teaching (2013) This study investigates the effects of instructions for English One-Body opinion essay on Turkish essay writing. Data were collected in five steps: (1) Pre-Test in Turkish; (2) Introduction to Essay, and One-Body Opinion essay writing instruction in English; (3) English Essay; (4, 5) Post/Delayed Post-Test in Turkish. The essays were collected from 39 students having started school as beginners and reached pre-intermediate level of English at the time of data collection at the university preparatory school....
A Post-use evaluation of an EFL coursebook from the perspectives of preparatory school students and instructors: a mixed methods study Öz, Özlem; Savaş, Perihan; Department of English Language Teaching (2019) The purpose of this convergent parallel mixed methods design study was to conduct a post-use evaluation of the coursebook New Language Leader Intermediate from the perspectives of students and instructors at a language preparatory school of a public university in Turkey. 202 students provided quantitative data about various aspects of the coursebook through a researcher-developed survey which also contained open-ended questions about the coursebook. 20 instructors completed the instructors’ version of the s...
Code-switching in EFL classrooms : a case study on discourse functions, switch types, initiation patterns, and perceptions Horasan, Seçil; Seferoğlu, Gölge; Department of English Language Teaching (2013) This case study aimed to investigate the amount of code-switching used by students and teachers in English as a Foreign Language (EFL) classrooms at the School of Languages at a state university in terms of switch types, initiation patterns, and the discourse functions of code-switching, as well as the perceptions of the participants. Four classrooms consisting of 92 students and 8 teachers took part in the study. 16 lessons in total were observed and video-recorded. The recordings were transcribed along wi...
Investigating ELT instructors' perceived competencies: challenges and suggestions Canbolat, Nilay; Daloğlu, Ayşegül; Department of English Literature (2013) This study aims at finding out instructors’ perceived competencies in Teachers of English to Speakers of Other Languages (TESOL) and Ministry of Education (MONE) competencies, and accordingly exploring strengths and weaknesses of the ELT undergraduate program as well as providing suggestions for a more effective and fruitful program. At the first phase of the research, a questionnaire is given to seventy-five participants, working in the department of Foreign Languages at various universities. For the secon...
Effects of Combined Peer-Teacher Feedback on Second Language Writing Development Demirel, Elif; Enginarlar, Hüsnü (2016-10-01) This study attempts to test the effectiveness of a feedback model which combines teacher and peer feedback systematically on improving students' writing ability in the context of a multiple draft writing course. 57 Turkish EFL students participated in the study which lasted for a 15-week semester. The experimental and control groups were provided different feedback treatments and then statistically compared in terms of the revisions they made in their essay drafts and their writing improvement. A total of 1...

Citation Formats

S. Demir, “The Effectiveness of EFL students’ peer feedback practices in composition classes: a case study at a state university in Turkey,” Thesis (M.S.) -- Graduate School of Social Sciences. English Language Teaching., Middle East Technical University, 2019.