چکیده:
Among the many controversies in second language writing instruction is the issue of whether or not to employ peer feedback. Most of the time, students fail to read their peer written comments on their papers, caring only about the grade or not understanding or indeed misinterpreting the written comments on their papers. On the contrary, oral feedback can be very practical since it involves reader-writer discussions and gives both the reader and writer the opportunity to formulate their thoughts, make immediate responses and clarifications, and act like a real working group. The present study was targeted at comparing the effect of peer oral feedback in groups on students’ papers with that of providing peer written feedback on their compositions. The findings showed that interactions which happen in peer oral correction help the students figure out the reasons behind their writing problems and try not to repeat them again.
خلاصه ماشینی:
"The Effect of Peer Written and Oral Feedback on the Writing Performance of Iranian Intermediate EFL Learners Farnoosh Fahim TEFL, MA, Allamaeh Tabataba'i University Abstract Among the many controversies in second language writing instruction is the issue of whether or not to employ peer feedback.
Liu and Hansen (2002) believe that peer response activities, in which students work together to provide feedback on one another’s writing in both written and oral formats through active engagement with each other’s writing progress over multiple drafts, have become a common feature of the L2 writing instruction.
026) at 29 degree, as Table 3 shows, indicates that peer written feedback had a significant effect on overall writing performance too, though the correlation between the two tests is higher than the correlation observed in the first experimental group (peer oral feedback).
The present study indicated that in peer oral response groups, speakers could more easily focus on the problems of the compositions and provide one another with useful feedback for revision.
Consequently, since each of these two kinds of peer feedback can be chosen by writing teachers in different classes or social situations, it was found quite necessary to find out which one is more effective in a thorough experimental study.
The findings of the present study indicate that having peer oral feedback in writing classes has a significant superiority over using peer written feedback since the students of the first experimental group out-performed those of the second one."