Employment of the ‘Peer Feedback’ Technique in L2 Writing Classrooms: An Introductory Guide for Novice Instructors
Alnasser, Suliman M. N. . 2018
The development of writing skills in L2 contexts has been the focus of researchers over the last three decades with feedback (FB) receiving attention for the positive impact it can have on the learning process. The peer feedback technique (PF) is one tool employed by language instructors that has facilitated the provision of useful FB to learners. The technique has gained a positive reputation among language instructors, especially those focused on writing. Large numbers of studies have examined the effectiveness of the technique, with many reporting some learner concerns towards it and offering recommendations for making the most of this technique. It is, nevertheless, particularly necessary for instructors to become fully aware of how to properly employ this technique in order to avoid ending up with either negative results, or no results at all. This paper aims to provide writing instructors with a brief guide to effective use of the PF technique based on recommendations given by researchers and to facilitate effective practice for both instructors and learners.
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