동료평가의 구조형식이 고등학생의 영어글쓰기에 미치는 효과

Abstract

This paper examined the effect of peer feedback on high school students’ writing. 65 high school students participated in the study. They were divided into three feedback groups—basic feedback, unstructured feedback, and finely structured feedback. The participants wrote an argumentative essay, received respective feedback, and revised their essays based on the feedback through 3 cycles of writing. The findings showed all of the feedback templates had positive impact on students’ writing. However, among the three feedback structures, the basic structure was the most effective in improving students’ writing in the areas of content, vocabulary, and grammar. Overall, all of the feedback templates were conducive in enhancing students’ writing. The paper concludes with pedagogic suggestions.