Volume 15, Issue 2  August 2019, pp. 23–39          Download PDF

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A comparison of computer-mediated peer corrective feedback between high and low-proficiency learners in a Japanese EFL writing classroom

Bradley D. F. Colpitts1, Travis Hunter Past2

1 Kwansei Gakuin University, JAPAN bradcolpitts@gmail.com
2 Kwansei Gakuin University, JAPAN thpast87@gmail.com

DOI: https://doi.org/10.29140/jaltcall.v15n2.164


Abstract

The present study compared the efficacy of computer-mediated peer corrective feedback (CF) among two groups of high-proficiency (n=11) and low-proficiency (n=19) postsecondary Japanese EFL students. They completed a 10-week process writing composition, during which the students were given explicit instruction in metalinguistic peer CF. They then received CF from their peers and instructors. The researchers conducted a quantitative analysis of compositions, and the students' perceptions of the process were elicited using qualitative surveys. The results corroborate previous studies which found low-proficiency learners lack the aptitude to engage in meaningful peer CF. However, the qualitative portion of the study found that both proficiency groups had largely positive views of the peer CF process and revealed some interesting distinctions between the groups.



Copyright

© Bradley D. F. Colpitts, Travis Hunter Past

CC  4.0
This work is licensed under a Creative Commons Attribution 4.0 International License.


Suggested citation

Colpitts, B.D.F., & Past, T.H. (2019). A comparison of computer-mediated peer corrective feedback between high and low-proficiency learners in a Japanese EFL writing classroom. The JALT CALL Journal, 15(2), 23–39. https://doi.org/10.29140/jaltcall.v15n2.164


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