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Learning from Giving Feedback: Insights from EFL Writing Classrooms in a Swedish Lower Secondary School
Stockholm University, Faculty of Humanities, Department of English.
2013 (English)Licentiate thesis, monograph (Other academic)
Abstract [en]

The present thesis aims to describe teenagers as peer reviewers and explore possible benefits of giving feedback. My study was carried out in two EFL classrooms in year eight in a Swedish lower secondary school, where the pupils were engaged with the written task to write an informative reply letter in English. The teaching unit included negotiations of a joint criteria list, feedback training, peer review, and the production of first and final drafts of the reply letter. Data were collected from multiples sources: texts produced in class, audio- and video-recordings, questionnaires and interviews.

My main findings suggest that pupils can learn about writing from giving feedback. By adopting a reader perspective, the pupils raised their genre and audience awareness. Moreover, the peer-reviewed reply letters served as inspiration both in terms of transfer of structure, such as rhetorical organisation, and of ideas and content. Self-reports indicated that the pupils in my study enhanced their ability to self-assess and edit their own writing, which suggests that transferable skills were developed as a result of peer review. As regards micro-level aspects of writing, reading and commenting on peers’ reply letters seemed to influence a smaller number of pupils to transfer patterns and spelling. In their role as peer reviewers, the pupils successfully identified strengths and weaknesses in their peers’ writing, but the feedback comments did not include much specific formative information.

My findings contribute to research on L2 writing and peer feedback by showing that younger learners can benefit from giving feedback. This is significant since previous research has mainly been carried out at university and college level. In addition, by combining text analyses, classroom observation and pupils’ self-reports, my study offers a comprehensive understanding of peer review.

Abstract [sv]

Syftet med min licentiatuppsats är att beskriva tonåringar som kamratbedömare och undersöka möjliga fördelar med att ge feedback. Min studie genomfördes i två engelskklassrum i årskurs åtta i en svensk högstadieskola där eleverna  arbetade med att skriva svarsbrev på engelska. Arbetsområdet inkluderade diskussioner om en gemensam kriterielista, träning i att ge feedback, kamratbedömning och skriftlig produktion av utkast och slutlig version av svarsbrevet. Material samlades in från flera olika källor: de texter som skrevs i klassrummet, ljud- och videoinspelningar, enkäter och intervjuer.

Mina resultat visar att elevers eget skrivande kan gynnas genom att ge feedback. Genom att de fick ett läsarperspektiv på sitt skrivande ökade elevernas medvetenhet om genre och mottagare. Dessutom fungerade de brev som eleverna läste och gav feedback på som inspiration, vilket visades genom att de överförde disposition och strukturer, samt idéer och innehåll till sitt eget skrivande. Eleverna uttryckte själva att de förbättrade sin förmåga att självbedöma och rätta sina texter, vilket indikerar att det är möjligt att utveckla överförbara färdigheter genom att bedöma andras texter. Ett mindre antal elever överförde ord och grammatiska strukturer från sina kamraters texter, men överlag påverkades skrivandets mikronivå i mindre utsträckning än makronivån (organisation och innehåll). I sin roll som kamratbedömare kunde eleverna  identifiera styrkor och svagheter i sina klasskamraters texter, men deras feedbackkommentarer innehöll relativt lite formativ information.

Tidigare forskning inom området har främst utförts på högskole- och universitetsnivå  och mina resultat bidrar till forskning om skrivande i främmande språk och kamratfeedback genom att visa att också högstadieelevers skrivande kan gynnas av att ge feedback.

Place, publisher, year, edition, pages
Stockholm: Department of English, Stockholm University , 2013. , 136 p.
Keyword [en]
peer feedback; peer review; feedback training; EFL writing; revision changes; genre-based writing instruction; classroom research
Keyword [sv]
kamratbedömning; formativ feedback; skrivande i främmande språk; genrebaserad skrivundervisning; klassrumsforskning
National Category
Specific Languages
Research subject
English
Identifiers
URN: urn:nbn:se:su:diva-97608ISBN: 978-91-7447-811-2 (print)OAI: oai:DiVA.org:su-97608DiVA: diva2:679555
Presentation
2013-12-14, 10:00 (English)
Opponent
Supervisors
Available from: 2013-12-19 Created: 2013-12-16 Last updated: 2013-12-19Bibliographically approved

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CiteExportLink to record
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