Article 1.feedback.writing
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The document summarizes a study that examined students' perceptions of teacher, peer, and combined teacher-peer feedback in improving their ESL writing skills. A questionnaire was administered to 150 secondary school students. Results showed that students had an overall positive view of teacher feedback and saw teachers as better able to address writing issues than peers. However, students also saw benefits to peer feedback, like gaining audience awareness. Most students expressed that both teacher and peer feedback combined could most effectively improve their writing. The study concluded that both forms of feedback play important and complementary roles in developing students' writing abilities.
![World Applied Sciences Journal 15 (Innovation and Pedagogy for Lifelong Learning): 29-35, 2011
ISSN 1818-4952
© IDOSI Publications, 2011
Corresponding Author: Nooreiny Maarof, Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor,
Malaysia.
29
Role of Teacher, Peer and Teacher-Peer Feedback in Enhancing ESL Students’ Writing
Nooreiny Maarof, Hamidah Yamat and Kee Li Li
Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia
Abstract: The English language is learned as a second language in Malaysian secondary schools and writing
is an essential component. Although some students may be able to write essays, the quality of these essays
remains rather low. This paper describes a study that examined ESL students’ perception of the role of teacher,
peer and combined teacher-peer feedback in ESL writing. A total of 150 students from five secondary schools
responded to a questionnaire comprising 32 items on a 4-point Likert scale, two multiple-choice items and three
open-ended items. Results from the study showed that most of the students welcome the combined use of
teacher and peer feedback in ESL writing. An implication of this study is that the two forms of feedback can
play an important and complementary role in enhancing the acquisition of writing among ESL students.
Key words: Students’ perception % Teacher feedback % Peer feedback % Combined feedback % ESL writing
INTRODUCTION Teachers are often apprehensive about whether the
English is taught as a second language in Malaysian necessary corrections [6].
secondary schools and ESL writing is one of the Students who are competent writers of English are
essential components in the curriculum. However, ESL often able to express themselves effectively in the L2
writing is a difficult skill to acquire as it involves more classroom. Moreover, they are at an advantage when
than just putting correct grammatical forms together [1]. applying for jobs in the private sectors and multinational
Second language writers (L2) have less language companies. However, the process of teaching and
knowledge and confidence compared to writers writing in learning ESL writing in school is a daunting task both for
English as a first or native language [2]. While first teachers and students. In Malaysian schools, the English
language (L1) writers have the luxury of time in class is allocated only 200 minutes per week which
developing their writing skills, L2 writers often struggle includes ESL writing [7]. Teachers are required to teach all
with the L2 and writing skills in general. the language components with the allocation of the
Feedback is considered an important enabling largest portion of time (usually 80 minutes per week) given
strategy for ESL writers [3, 4]. It is thus important to to writing. Despite that, the time given is considered
understand what students think of feedback and how limited because students have to digest all input given
it can assist writers in writing better essays. In general, within a short period of time and are yet expected to
teaching English as a second language is a big challenge achieve the required proficiency set by the Ministry of
for teachers in Malaysia. Students are still unable to Education.
acquire or comprehend the language even after eleven Consequently, in writing classes students often hand
years of learning the language at both the primary and in their first drafts of their writing as their final products.
secondary school levels. Malaysia has accorded English They do not produce multiple drafts of their essays
as a second language as stated in Article 152 of the because of time constraints, the large number of students
constitution. Many rural school students have difficulty in a classroom, absence of the practice of process writing
understanding English and few are able to use English in and students’ lack of motivation. These limitations pose
everyday life [5]. After several years of studying English, as barriers for students in achieving the acceptable
the outcome is still less than satisfactory [6]. The final writing proficiency level. In any kind of learning, feedback
product in students’ writing is often full of errors. plays a central role to ensure effectiveness [4]. In writing
students will examine the feedback given and make the](https://image.slidesharecdn.com/article1-151026143529-lva1-app6891/85/Article-1-feedback-writing-1-320.jpg)
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lessons, though teacher corrections of errors in students’ in the survey study overwhelmingly considered teacher
essays serve as examples for writers, in reality most feedback as effective compared to peer and self feedback
students benefit little from the corrections because the [24]. Other studies in multiple-draft settings showed that
students treat work handed in as final products rather teacher feedback helped students improve their writing. In
than as a stage in the process of improvement or the absence of teacher feedback, ESL students showed
completion [8]. improvement in the content of their revisions, but those
Past studies have shown the various types of errors who were given teacher feedback made greater
made by Malaysian ESL students in their writing. improvements [25]. Another study on teacher feedback
Malaysian students’ essays were found to contain errors showed that 93.5 percent of the 155 respondents in the
on the use of determiners, subject-verb (S-V) agreement study indicated that teacher feedback helped them
and the wrong use of the copula ”be” [9]. Other errors improve their writing [26]. Similarly, teacher feedback has
included errors in tenses, mechanics, conditionals and S-V been observed as having a positive effect on the accuracy
agreement [10]. In general, past research has shown that of the target form when participants are asked to revise
the ability to write in English among many Malaysian their writings [27]. Although the results of research on the
students is generally unsatisfactory even though English effectiveness of teacher feedback are inconclusive, the
is considered a second language in Malaysia [11]. effectiveness of teacher feedback is fairly established in
Effectiveness of Teacher and Peer Feedback: Various Previous comparative studies on teacher and peer
studies have been conducted in the past on the comments have been conducted both in L1 and L2
effectiveness of teacher feedback and peer feedback in contexts. A study of secondary school L2 writers showed
ESL writing [12-16]. In general, teacher feedback is that the students described the teacher as a “figure of
regarded as a main requirement for improvement in authority that guaranteed quality” [3]. In contrast to
students’ essay writing. Teacher feedback is defined as teacher feedback, peer feedback is a learning strategy in
feedback from a source to a recipient in the form of which a student evaluates another student's work via
information about the correctness, accuracy, or feedback. Good ESL writing needs drafting, revision,
appropriateness of the recipient's past performance [17]. making changes and corrections and peers can actually
It is input or information given to the writer for revision provide useful feedback at various levels in the writing
[18]. However, in terms of the form and content of teacher process.
feedback, research shows that most ESL writing teachers The beneficial effects of peer feedback have been
make similar types of comments and are more concerned documented by a number of researchers in ESL writing
with language-specific errors and problems. Therefore, [12-14]. The studies revealed that first, peer feedback is
it is not surprising that teacher comments are often pitched more at the learner's level of development or
confusing, arbitrary and inaccessible [19]. In addition, interest and is therefore more informative than teacher
research reviews on teacher feedback suggest that even feedback. Secondly, it enhances audience awareness and
with well written feedback, there was no evidence that it enables the writer to see egocentrism in his or her own
would produce significant improvements in students’ writing. In addition, learners' attitudes towards writing can
subsequent writing [20]. be enhanced with the help of more supportive peers and
A majority of teachers mark errors painstakingly [21]. their apprehension can be lowered. Learners can learn
Teachers tend to treat error feedback as a job with little more about writing and revision by reading each other's
long-term significance. Although they spend massive drafts critically and their awareness of what makes writing
amounts of time marking students’ writing, teachers successful and effective can be enhanced and, lastly
themselves are not totally convinced that their efforts are learners eventually become more autonomous writers.
effective in terms of students’ improvement. Too many However, although ESL students may perceive that
error corrections can be discouraging to the learner-writer, peer feedback enables them to gain an awareness of the
thus teacher feedback should focus mainly on content audience and could help improve their writing, they may
[22]. Many ESL students greatly value teacher feedback still be unsure of their strengths as competent readers
and consistently rate it more highly than alternative forms [28]. Many researchers are also not convinced of the
such as peer feedback and oral feedback in writing ability of novice writers in helping their peers in the
conferences [23]. A study found that the 81 respondents revising process [29, 2, 30]. A study [31] found that while
process writing.](https://image.slidesharecdn.com/article1-151026143529-lva1-app6891/85/Article-1-feedback-writing-2-320.jpg)
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31
students agreed that peer feedback helped them to locate writing in the hope that both types could be used to help
problems in their own writing, they only selectively improve students’ writing performance. Hence, the
incorporated the feedback into their revisions. Similarly, research questions posited for the study were: (1)
in another study [32] that involved Indonesian EFL What are the students’ perception of the role of teacher
students, the results revealed that peer feedback was feedback in enhancing ESL writing?; (2) What are the
perceived by the students to be a useful way to improve students’ perception of the use of peer feedback in
their writing although the improvement was observed to enhancing ESL writing?; and (3) What are the students’
be superficial. perception on the combined use of teacher feedback and
Peer feedback has its limitations. For instance, there peer feedback in ESL writing? Students’ perception in
are three main problems of peer feedback: (1) Students this study refers to the ESL students’ beliefs on the
tend to respond to surface errors instead of semantic or effectiveness of employing teacher feedback, peer
textual one; (2) Students give advice that often does not feedback and a combined use of teacher feedback and
facilitate revision; and (3) Students have difficulty peer feedback in enhancing their ESL writing. Teacher
deciding whether their peer's feedback is valid [23]. Other feedback can be seen as any procedure given by a teacher
researchers investigated the impact of peer feedback in which is used to inform a learner on whether an
ESL writing classrooms and concurred that although peer instructional response is right or wrong [40]. For the
feedback offers many ways to improve students' writing, purpose of this study, however, teacher feedback refers
its effectiveness is still highly questionable [33-36]. to the written feedback given by teachers as response to
From the above reviews, it can be suggested that their students’ errors in ESL writing that looks into
while the effectiveness of teacher feedback in multiple- aspects of content, organization, vocabulary, grammar
draft settings appears to be established, the value of peer and mechanics of writing.
feedback is otherwise, particularly in ESL writing. In peer feedback, other writers read and provide
ComparativeStudiesontheEffectivenessofTeacherand feedback activities tend to generate more comments on
Peer Feedback: Comparative studies have been the content, organization and vocabulary [40]. Since the
conducted on the relative effectiveness of teacher writers are the students, peer feedback is understood as
feedback and peer feedback in enhancing ESL writing. having other students to read and to give comments,
Earlier studies found that teacher feedback brought more corrections, criticisms and suggestions on what other
improvements than peer feedback and that the students students have written. Peer feedback in this study refers
doubted the quality and accuracy of their peers' to a peer commenting on another student’s paper on the
corrections and comments [37]. In a study that compared aspects of content, organization, vocabulary, grammar
written peer feedback and teacher feedback, it was found and mechanics of writing in written form. ESL writing
that neither types of feedback had helped ESL students to refers to the process of writing which is learning how to
improve in their revisions [12]. write by writing [13, 17]. This current emphasis on writing
More recent comparative studies on ESL writing instruction focuses on the process of creating writing
yielded findings in favor of teacher feedback; the effect of rather than on the end product [41]. In this study, ESL
peer feedback was found to be minimal [38]. In terms of writing refers to the writing of essays in English through
preference for type of feedback, many students showed process writing.
preference for teacher feedback over peer feedback [24].
The above findings in ESL writing indicated that teacher MATERIALS AND METHODS
feedback was either more effective than peer feedback in
enhancing ESL writing or was considered more favorably The study was conducted using a survey research
than peer feedback by students. Some researchers method. The participants of the study were Form Five
argued that when students are not forced to make a students from five out of 24 national secondary schools
choice, they may welcome both peer feedback and teacher in a southern state in Malaysia. One intermediate level
feedback [39]. class was chosen from the 5 schools in the district. Data
The Study: The main aim of this study was to examine percentages and frequencies. The instruments comprised
students’ thinking of the role of the combined use of a 32 four-point Likert scale items, two multiple-choice
teacher feedback and peer feedback in enhancing ESL items and three open-ended items.
feedback on what their peers have written [8]. Peer
collected from the questionnaire were analyzed using](https://image.slidesharecdn.com/article1-151026143529-lva1-app6891/85/Article-1-feedback-writing-3-320.jpg)
![STATEMENT 7
0
10
20
30
40
50
60
70
STRONGLY
AGREE
AGREE
DISAGREE
STRONGLY
DISAGREE
PERCEPTION
PERCENT
TEACHER
FEEDBACK
PEER FEEDBACK
World Appl. Sci. J., 15 (Innovation and Pedagogy for Lifelong Learning): 29-35, 2011
32
RESULTS AND DISCUSSION In contrast to teacher feedback, the findings showed
The following section presents the findings and the use of peer feedback in enhancing ESL writing.
discussion of the study in relation to the research However, the students perceived the role of peer
questions. It presents the students’ perception on the role feedback to be less facilitative in enhancing their ESL
of teacher and peer feedback in enhancing ESL writing as writing. The students had mixed perceptions on the
well as their perception on the combined use of teacher reliability of peer feedback. This is supported by other
feedback and peer feedback in ESL writing. previous research on peer feedback [38-40]. The students
Teacher Feedback and Peer Feedback: Figure 1 shows with them and that their peers are less proficient in
the aspect of organization in ESL to illustrate the providing feedback compared to their teachers. It was also
students’ perception on the role of teacher and peer found that the students had mixed perceptions on the
feedback. reliability of peer feedback. However, they thought
It shows that 96.7% of the students (145 students) positively of the use of peer feedback in enhancing ESL
strongly agreed or agreed while only 3.3% (5 students) writing in general. It was found that about half of the
strongly disagreed that their teachers often addressed the students perceived that their peers did not provide
aspect of organization when giving feedback on their positive feedback more frequently on their essay writing
essay writing. Meanwhile, 78 students (52.0%) strongly compared to their teachers who provided more positive
agreed or agreed and approximately 72 students (48.0%) feedback. More than half of the students believed that it
disagreed or strongly disagreed that their peers often is unnecessary for their peers to correct all their written
addressed the aspect of grammar when giving feedback. errors. Most of the students thought that their peers do
This shows that the students seemed to have a not often point out or correct all mistakes when giving
positive response to the role of teacher feedback in written feedback compared to their teachers. They also
enhancing ESL writing. The students perceived that their believed that their peers only provided general comments
teachers tended to use positive feedback more frequently. on their essays.
They also thought that it was important for their teachers On the combined use of teacher feedback and peer
to correct all their written errors. In addition, the students feedback in enhancing ESL writing, the students had
agreed that their teachers often pointed out and corrected mostly positive thinking of the combined use of teacher
all mistakes when giving feedback on their essays. In feedback and peer feedback in their essay writing efforts.
general, the students perceived that their teachers did not It appears that the majority of the students preferred a
only give general comments on their essay writing, but combined feedback; that is teacher feedback and peer
had also included specific comments. In general, the feedback, respectively as shown in Figure 2. The study
students placed their teachers in a higher position in showed that a majority of the students thought positively
giving feedback to their essays compared to their peers. of the combined use of both teacher and peer feedback in
The students considered teacher feedback as an ESL writing.
important and necessary component in responding to The results of the survey showed that many of the
their essay writing. students think that both teacher feedback and peer
Fig. 1: Perception on teacher and peer feedback on could improve their writing with assistance from both
organization of writing their teachers and peers.
that the students had an overall positive perception of
appeared to regard their peers as having an equal status
feedback play a greater role in their ESL writing. They
seemed to believe that their teachers are able to help them
to improve their ESL writing. At the same time, they find
peers helpful in general for their peers are able to give
some input in enhancing their writing. They believe that
learning to write essays using this combined method is
beneficial because they can get different opinions from
different people. All the students perceived some form of
improvement in their writing with the combination
approach. The students seemed convinced that they](https://image.slidesharecdn.com/article1-151026143529-lva1-app6891/85/Article-1-feedback-writing-4-320.jpg)
![0
10
20
30
40
50
60
70
80
90
100
TEACHER
FEEDBACK ONLY
PEER FEEDBACK
ONLY
COMBINED USED OF
TEACHER
FEEDBACK AND
PEER FEEDBACKTYPES OF FEEDBACK
PERCENT
0
10
20
30
40
50
60
70
80
90
100
YES NO
STUDENTS' PERCEPTION
PERCENT
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33
Fig. 2: Students’ preference for peer, teacher and a
combination of peer and teacher feedback
Fig. 3: Perception on the effectiveness of the combination
of peer and teacher feedback
Figure 3 displays the percentage of students’
agreement on the effectiveness of the combination of
teacher and peer feedback.
A total of 93.3% of the students (140 students)
thought that the combined use of both types of feedback
is more effective for their ESL writing. Meanwhile, only
6.7% (10 students) thought otherwise. These students
preferred teacher feedback over student feedback for their
ESL writing. The students believed that that the combined
use of teacher feedback and peer feedback is more
effective and play a significant role in enhancing their ESL
writing.
CONCLUSION
Teacher feedback can assist learners to notice a
target structure, to compare it with their existing
knowledge and to integrate it into that knowledge. Peer
feedback, on the other hand, can also help learners to
notice the target structure while reconfirming its use
and providing additional input via the learners’ input.
Thus, the two forms of editing and response to writing
can interact in a synergistic relationship, each shaping
and in turn being shaped by the other. Combining teacher
feedback and peer feedback in ESL writing may not only
possibly help increase immediate writing abilities, but also
help promote durability of the skill. This study contributes
to research in highlighting students’ positive thinking of
the important role of both teacher feedback and peer
feedback in developing students’ writing skills. An
important implication for ESL writing is that although
teacher feedback is considered more effective by many
students, peer feedback with appropriate training
provided to students may well serve as an important
supporting role in helping learners in their writing. A
combination of both types of feedback is thus crucial in
the effort to improve students’ writing in the ESL
classroom.
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revision? J. Second Language Writing, 3(3): 257-276.](https://image.slidesharecdn.com/article1-151026143529-lva1-app6891/85/Article-1-feedback-writing-7-320.jpg)
Article 1.feedback.writing
- 1. World Applied Sciences Journal 15 (Innovation and Pedagogy for Lifelong Learning): 29-35, 2011 ISSN 1818-4952 © IDOSI Publications, 2011 Corresponding Author: Nooreiny Maarof, Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia. 29 Role of Teacher, Peer and Teacher-Peer Feedback in Enhancing ESL Students’ Writing Nooreiny Maarof, Hamidah Yamat and Kee Li Li Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia Abstract: The English language is learned as a second language in Malaysian secondary schools and writing is an essential component. Although some students may be able to write essays, the quality of these essays remains rather low. This paper describes a study that examined ESL students’ perception of the role of teacher, peer and combined teacher-peer feedback in ESL writing. A total of 150 students from five secondary schools responded to a questionnaire comprising 32 items on a 4-point Likert scale, two multiple-choice items and three open-ended items. Results from the study showed that most of the students welcome the combined use of teacher and peer feedback in ESL writing. An implication of this study is that the two forms of feedback can play an important and complementary role in enhancing the acquisition of writing among ESL students. Key words: Students’ perception % Teacher feedback % Peer feedback % Combined feedback % ESL writing INTRODUCTION Teachers are often apprehensive about whether the English is taught as a second language in Malaysian necessary corrections [6]. secondary schools and ESL writing is one of the Students who are competent writers of English are essential components in the curriculum. However, ESL often able to express themselves effectively in the L2 writing is a difficult skill to acquire as it involves more classroom. Moreover, they are at an advantage when than just putting correct grammatical forms together [1]. applying for jobs in the private sectors and multinational Second language writers (L2) have less language companies. However, the process of teaching and knowledge and confidence compared to writers writing in learning ESL writing in school is a daunting task both for English as a first or native language [2]. While first teachers and students. In Malaysian schools, the English language (L1) writers have the luxury of time in class is allocated only 200 minutes per week which developing their writing skills, L2 writers often struggle includes ESL writing [7]. Teachers are required to teach all with the L2 and writing skills in general. the language components with the allocation of the Feedback is considered an important enabling largest portion of time (usually 80 minutes per week) given strategy for ESL writers [3, 4]. It is thus important to to writing. Despite that, the time given is considered understand what students think of feedback and how limited because students have to digest all input given it can assist writers in writing better essays. In general, within a short period of time and are yet expected to teaching English as a second language is a big challenge achieve the required proficiency set by the Ministry of for teachers in Malaysia. Students are still unable to Education. acquire or comprehend the language even after eleven Consequently, in writing classes students often hand years of learning the language at both the primary and in their first drafts of their writing as their final products. secondary school levels. Malaysia has accorded English They do not produce multiple drafts of their essays as a second language as stated in Article 152 of the because of time constraints, the large number of students constitution. Many rural school students have difficulty in a classroom, absence of the practice of process writing understanding English and few are able to use English in and students’ lack of motivation. These limitations pose everyday life [5]. After several years of studying English, as barriers for students in achieving the acceptable the outcome is still less than satisfactory [6]. The final writing proficiency level. In any kind of learning, feedback product in students’ writing is often full of errors. plays a central role to ensure effectiveness [4]. In writing students will examine the feedback given and make the
- 2. World Appl. Sci. J., 15 (Innovation and Pedagogy for Lifelong Learning): 29-35, 2011 30 lessons, though teacher corrections of errors in students’ in the survey study overwhelmingly considered teacher essays serve as examples for writers, in reality most feedback as effective compared to peer and self feedback students benefit little from the corrections because the [24]. Other studies in multiple-draft settings showed that students treat work handed in as final products rather teacher feedback helped students improve their writing. In than as a stage in the process of improvement or the absence of teacher feedback, ESL students showed completion [8]. improvement in the content of their revisions, but those Past studies have shown the various types of errors who were given teacher feedback made greater made by Malaysian ESL students in their writing. improvements [25]. Another study on teacher feedback Malaysian students’ essays were found to contain errors showed that 93.5 percent of the 155 respondents in the on the use of determiners, subject-verb (S-V) agreement study indicated that teacher feedback helped them and the wrong use of the copula ”be” [9]. Other errors improve their writing [26]. Similarly, teacher feedback has included errors in tenses, mechanics, conditionals and S-V been observed as having a positive effect on the accuracy agreement [10]. In general, past research has shown that of the target form when participants are asked to revise the ability to write in English among many Malaysian their writings [27]. Although the results of research on the students is generally unsatisfactory even though English effectiveness of teacher feedback are inconclusive, the is considered a second language in Malaysia [11]. effectiveness of teacher feedback is fairly established in Effectiveness of Teacher and Peer Feedback: Various Previous comparative studies on teacher and peer studies have been conducted in the past on the comments have been conducted both in L1 and L2 effectiveness of teacher feedback and peer feedback in contexts. A study of secondary school L2 writers showed ESL writing [12-16]. In general, teacher feedback is that the students described the teacher as a “figure of regarded as a main requirement for improvement in authority that guaranteed quality” [3]. In contrast to students’ essay writing. Teacher feedback is defined as teacher feedback, peer feedback is a learning strategy in feedback from a source to a recipient in the form of which a student evaluates another student's work via information about the correctness, accuracy, or feedback. Good ESL writing needs drafting, revision, appropriateness of the recipient's past performance [17]. making changes and corrections and peers can actually It is input or information given to the writer for revision provide useful feedback at various levels in the writing [18]. However, in terms of the form and content of teacher process. feedback, research shows that most ESL writing teachers The beneficial effects of peer feedback have been make similar types of comments and are more concerned documented by a number of researchers in ESL writing with language-specific errors and problems. Therefore, [12-14]. The studies revealed that first, peer feedback is it is not surprising that teacher comments are often pitched more at the learner's level of development or confusing, arbitrary and inaccessible [19]. In addition, interest and is therefore more informative than teacher research reviews on teacher feedback suggest that even feedback. Secondly, it enhances audience awareness and with well written feedback, there was no evidence that it enables the writer to see egocentrism in his or her own would produce significant improvements in students’ writing. In addition, learners' attitudes towards writing can subsequent writing [20]. be enhanced with the help of more supportive peers and A majority of teachers mark errors painstakingly [21]. their apprehension can be lowered. Learners can learn Teachers tend to treat error feedback as a job with little more about writing and revision by reading each other's long-term significance. Although they spend massive drafts critically and their awareness of what makes writing amounts of time marking students’ writing, teachers successful and effective can be enhanced and, lastly themselves are not totally convinced that their efforts are learners eventually become more autonomous writers. effective in terms of students’ improvement. Too many However, although ESL students may perceive that error corrections can be discouraging to the learner-writer, peer feedback enables them to gain an awareness of the thus teacher feedback should focus mainly on content audience and could help improve their writing, they may [22]. Many ESL students greatly value teacher feedback still be unsure of their strengths as competent readers and consistently rate it more highly than alternative forms [28]. Many researchers are also not convinced of the such as peer feedback and oral feedback in writing ability of novice writers in helping their peers in the conferences [23]. A study found that the 81 respondents revising process [29, 2, 30]. A study [31] found that while process writing.
- 3. World Appl. Sci. J., 15 (Innovation and Pedagogy for Lifelong Learning): 29-35, 2011 31 students agreed that peer feedback helped them to locate writing in the hope that both types could be used to help problems in their own writing, they only selectively improve students’ writing performance. Hence, the incorporated the feedback into their revisions. Similarly, research questions posited for the study were: (1) in another study [32] that involved Indonesian EFL What are the students’ perception of the role of teacher students, the results revealed that peer feedback was feedback in enhancing ESL writing?; (2) What are the perceived by the students to be a useful way to improve students’ perception of the use of peer feedback in their writing although the improvement was observed to enhancing ESL writing?; and (3) What are the students’ be superficial. perception on the combined use of teacher feedback and Peer feedback has its limitations. For instance, there peer feedback in ESL writing? Students’ perception in are three main problems of peer feedback: (1) Students this study refers to the ESL students’ beliefs on the tend to respond to surface errors instead of semantic or effectiveness of employing teacher feedback, peer textual one; (2) Students give advice that often does not feedback and a combined use of teacher feedback and facilitate revision; and (3) Students have difficulty peer feedback in enhancing their ESL writing. Teacher deciding whether their peer's feedback is valid [23]. Other feedback can be seen as any procedure given by a teacher researchers investigated the impact of peer feedback in which is used to inform a learner on whether an ESL writing classrooms and concurred that although peer instructional response is right or wrong [40]. For the feedback offers many ways to improve students' writing, purpose of this study, however, teacher feedback refers its effectiveness is still highly questionable [33-36]. to the written feedback given by teachers as response to From the above reviews, it can be suggested that their students’ errors in ESL writing that looks into while the effectiveness of teacher feedback in multiple- aspects of content, organization, vocabulary, grammar draft settings appears to be established, the value of peer and mechanics of writing. feedback is otherwise, particularly in ESL writing. In peer feedback, other writers read and provide ComparativeStudiesontheEffectivenessofTeacherand feedback activities tend to generate more comments on Peer Feedback: Comparative studies have been the content, organization and vocabulary [40]. Since the conducted on the relative effectiveness of teacher writers are the students, peer feedback is understood as feedback and peer feedback in enhancing ESL writing. having other students to read and to give comments, Earlier studies found that teacher feedback brought more corrections, criticisms and suggestions on what other improvements than peer feedback and that the students students have written. Peer feedback in this study refers doubted the quality and accuracy of their peers' to a peer commenting on another student’s paper on the corrections and comments [37]. In a study that compared aspects of content, organization, vocabulary, grammar written peer feedback and teacher feedback, it was found and mechanics of writing in written form. ESL writing that neither types of feedback had helped ESL students to refers to the process of writing which is learning how to improve in their revisions [12]. write by writing [13, 17]. This current emphasis on writing More recent comparative studies on ESL writing instruction focuses on the process of creating writing yielded findings in favor of teacher feedback; the effect of rather than on the end product [41]. In this study, ESL peer feedback was found to be minimal [38]. In terms of writing refers to the writing of essays in English through preference for type of feedback, many students showed process writing. preference for teacher feedback over peer feedback [24]. The above findings in ESL writing indicated that teacher MATERIALS AND METHODS feedback was either more effective than peer feedback in enhancing ESL writing or was considered more favorably The study was conducted using a survey research than peer feedback by students. Some researchers method. The participants of the study were Form Five argued that when students are not forced to make a students from five out of 24 national secondary schools choice, they may welcome both peer feedback and teacher in a southern state in Malaysia. One intermediate level feedback [39]. class was chosen from the 5 schools in the district. Data The Study: The main aim of this study was to examine percentages and frequencies. The instruments comprised students’ thinking of the role of the combined use of a 32 four-point Likert scale items, two multiple-choice teacher feedback and peer feedback in enhancing ESL items and three open-ended items. feedback on what their peers have written [8]. Peer collected from the questionnaire were analyzed using
- 4. STATEMENT 7 0 10 20 30 40 50 60 70 STRONGLY AGREE AGREE DISAGREE STRONGLY DISAGREE PERCEPTION PERCENT TEACHER FEEDBACK PEER FEEDBACK World Appl. Sci. J., 15 (Innovation and Pedagogy for Lifelong Learning): 29-35, 2011 32 RESULTS AND DISCUSSION In contrast to teacher feedback, the findings showed The following section presents the findings and the use of peer feedback in enhancing ESL writing. discussion of the study in relation to the research However, the students perceived the role of peer questions. It presents the students’ perception on the role feedback to be less facilitative in enhancing their ESL of teacher and peer feedback in enhancing ESL writing as writing. The students had mixed perceptions on the well as their perception on the combined use of teacher reliability of peer feedback. This is supported by other feedback and peer feedback in ESL writing. previous research on peer feedback [38-40]. The students Teacher Feedback and Peer Feedback: Figure 1 shows with them and that their peers are less proficient in the aspect of organization in ESL to illustrate the providing feedback compared to their teachers. It was also students’ perception on the role of teacher and peer found that the students had mixed perceptions on the feedback. reliability of peer feedback. However, they thought It shows that 96.7% of the students (145 students) positively of the use of peer feedback in enhancing ESL strongly agreed or agreed while only 3.3% (5 students) writing in general. It was found that about half of the strongly disagreed that their teachers often addressed the students perceived that their peers did not provide aspect of organization when giving feedback on their positive feedback more frequently on their essay writing essay writing. Meanwhile, 78 students (52.0%) strongly compared to their teachers who provided more positive agreed or agreed and approximately 72 students (48.0%) feedback. More than half of the students believed that it disagreed or strongly disagreed that their peers often is unnecessary for their peers to correct all their written addressed the aspect of grammar when giving feedback. errors. Most of the students thought that their peers do This shows that the students seemed to have a not often point out or correct all mistakes when giving positive response to the role of teacher feedback in written feedback compared to their teachers. They also enhancing ESL writing. The students perceived that their believed that their peers only provided general comments teachers tended to use positive feedback more frequently. on their essays. They also thought that it was important for their teachers On the combined use of teacher feedback and peer to correct all their written errors. In addition, the students feedback in enhancing ESL writing, the students had agreed that their teachers often pointed out and corrected mostly positive thinking of the combined use of teacher all mistakes when giving feedback on their essays. In feedback and peer feedback in their essay writing efforts. general, the students perceived that their teachers did not It appears that the majority of the students preferred a only give general comments on their essay writing, but combined feedback; that is teacher feedback and peer had also included specific comments. In general, the feedback, respectively as shown in Figure 2. The study students placed their teachers in a higher position in showed that a majority of the students thought positively giving feedback to their essays compared to their peers. of the combined use of both teacher and peer feedback in The students considered teacher feedback as an ESL writing. important and necessary component in responding to The results of the survey showed that many of the their essay writing. students think that both teacher feedback and peer Fig. 1: Perception on teacher and peer feedback on could improve their writing with assistance from both organization of writing their teachers and peers. that the students had an overall positive perception of appeared to regard their peers as having an equal status feedback play a greater role in their ESL writing. They seemed to believe that their teachers are able to help them to improve their ESL writing. At the same time, they find peers helpful in general for their peers are able to give some input in enhancing their writing. They believe that learning to write essays using this combined method is beneficial because they can get different opinions from different people. All the students perceived some form of improvement in their writing with the combination approach. The students seemed convinced that they
- 5. 0 10 20 30 40 50 60 70 80 90 100 TEACHER FEEDBACK ONLY PEER FEEDBACK ONLY COMBINED USED OF TEACHER FEEDBACK AND PEER FEEDBACKTYPES OF FEEDBACK PERCENT 0 10 20 30 40 50 60 70 80 90 100 YES NO STUDENTS' PERCEPTION PERCENT World Appl. Sci. J., 15 (Innovation and Pedagogy for Lifelong Learning): 29-35, 2011 33 Fig. 2: Students’ preference for peer, teacher and a combination of peer and teacher feedback Fig. 3: Perception on the effectiveness of the combination of peer and teacher feedback Figure 3 displays the percentage of students’ agreement on the effectiveness of the combination of teacher and peer feedback. A total of 93.3% of the students (140 students) thought that the combined use of both types of feedback is more effective for their ESL writing. Meanwhile, only 6.7% (10 students) thought otherwise. These students preferred teacher feedback over student feedback for their ESL writing. The students believed that that the combined use of teacher feedback and peer feedback is more effective and play a significant role in enhancing their ESL writing. CONCLUSION Teacher feedback can assist learners to notice a target structure, to compare it with their existing knowledge and to integrate it into that knowledge. Peer feedback, on the other hand, can also help learners to notice the target structure while reconfirming its use and providing additional input via the learners’ input. Thus, the two forms of editing and response to writing can interact in a synergistic relationship, each shaping and in turn being shaped by the other. Combining teacher feedback and peer feedback in ESL writing may not only possibly help increase immediate writing abilities, but also help promote durability of the skill. This study contributes to research in highlighting students’ positive thinking of the important role of both teacher feedback and peer feedback in developing students’ writing skills. An important implication for ESL writing is that although teacher feedback is considered more effective by many students, peer feedback with appropriate training provided to students may well serve as an important supporting role in helping learners in their writing. A combination of both types of feedback is thus crucial in the effort to improve students’ writing in the ESL classroom. REFERENCES 1. Chan, W.F., 2007. The effects of time constraints and proficiency on ESL writing performance. Universiti Sains Malaysia. Retreived online at: http://www.eprints.usm.my/The_effects_of_time_c onstraints_and_proficiency_on_esl_essay_writing _performance.pd. [17December 2010]. 2. Nelson, G. and J. Carson, 1998. ESL students’ perceptions of effectiveness in peer response groups. J. Second Language Writing, 7: 113-131. 3. Tsui, A.B.M. and M. Ng, 2000. Do secondary L2 writers benefit from peer comments? J. Second Language Writing, 9: 147-170. 4. Duomont, J.L., 2002. A Teaching Tip. Retreived online at: http://iteslj.org/Techniques/Duomont - Feedback.html. 5. Ratnawati, M.A. and S.A. Ismail, 2003. Promoting English language development and the reading habit among students in rural schools through the Guided Extensive Reading program. Reading in a Foreign Language, 15(2). Retreived online at: http://www.eric.ed. gov/ERIC WebPortal /recordDetail?accno... [17 December 2010]. 6. Jalaluddin, N.H. and M.A. Norsimah, 2008. The mastery of English language among lower secondary school students in Malaysia: A linguistic analysis. European J. Social Sci., 7(2): 106-119. 7. Pillay, H., 1995. Issues in teaching English in Malaysia. JALT. http://www.jalt-publications.org/ tlt/ files/98/nov/pillay.html. [5 November 2010]. 8. Hyland, K., 2005. Second Language Writing. Cambridge: Cambridge University Press. In K. Hyland and F. Hyland, 2006. Feedback in Second Language Writing: Context and Issues. Cambridge University Press.
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