A comparison of lexical feedback on writing received from peers and a teacher

Abstract

While a vast number of studies have compared feedback from different sources, few studies if any have compared feedback on lexis from different sources. It is therefore unclear whether the amount or type of feedback given by peers is comparable to that given by a teacher. This study considers feedback on lexical errors in writing as a method of incidental vocabulary instruction and compares lexical feedback given by peers and a teacher over a period of one academic year. While it was found that the teacher gave significantly more feedback on word choice than the peers did, there was no significant difference between the amount of feedback on word use, or the total amount of lexical feedback given by peers and the teacher. It was also found that both peers and the teacher gave a considerable amount of feedback on word use and much less on word choice. If written feedback on writing is to be effective as a form of incidental vocabulary instruction, it is suggested that both teachers and peers should focus more on word choice when giving feedback on writing.