L2 learning literature has reflected on the problems surrounding the application
of teacher written feedback and peer feedback in EFL contexts. To address the
disadvantages of these feedback forms, this exploratory case study examined
EFL learners’ reactions to a collaborative revision activity. Interview data were
collected from eight native Persian-speaking university students enrolled on
an English essay writing course. Data analysis indicated that not only did the
participants express positive attitudes towards this activity, but also that the
problems associated with teacher and peer feedback were not raised by the
students. The research concludes that, in teacher-centred L2 writing contexts,
the shift from teacher to peer feedback should be gradual, and collaborative
revision can be considered as an intermediate approach between these two
feedback forms. In such contexts, EFL learners’ concerns are addressed and
they receive preparation for more participatory forms of feedback in L2 writing
classes

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Perpustakaan FITK Pusat

Tersedia

• Collaborative revision in L2 writing: learners’ reflections

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