Peer and teacher feedback on ESP writing: Students' perspective

POJSLOVÁ, Blanka. Peer and teacher feedback on ESP writing: Students' perspective. In Exploring LSP in Business and Economics at Tertiary Level. 2022.

Základní údaje

Originální název

Peer and teacher feedback on ESP writing: Students' perspective

Název anglicky

Peer and teacher feedback on ESP writing: Students' perspective

Autoři

POJSLOVÁ, Blanka

Vydání

Exploring LSP in Business and Economics at Tertiary Level, 2022

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Další údaje

Typ výsledku

Konferenční abstrakt

Utajení

není předmětem státního či obchodního tajemství

Klíčová slova anglicky

computer-mediated feedback, peer response, process-genre approach, students´ perceptions

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Anotace

V originále

A process-genre approach to teaching writing advocates feedback on students' writing not only from the teacher, but also from the peers. The peer feedback is theoretically supported by sociocultural theory, collaborative learning theory and interactionist perspective on second language acquisition. Numerous studies revealed benefits of peer feedback together with some constraints, both of which were reflected when surveying 32 undergraduate ESP students about their perception of peer and teacher feedback on their writing development. The aim of this presentation is to share the results of the study exploring ESP students' perception of giving and receiving peer feedback on the first draft of their writing and comparing the perception of peer feedback with perception of teacher feedback on the second draft with regard to the development of their writing. The results of the survey confirmed strong preference of the students for teacher feedback but revealed that students can also recognize and realize the benefits of providing and receiving peer feedback on their writing.

Anglicky

A process-genre approach to teaching writing advocates feedback on students' writing not only from the teacher, but also from the peers. The peer feedback is theoretically supported by sociocultural theory, collaborative learning theory and interactionist perspective on second language acquisition. Numerous studies revealed benefits of peer feedback together with some constraints, both of which were reflected when surveying 32 undergraduate ESP students about their perception of peer and teacher feedback on their writing development. The aim of this presentation is to share the results of the study exploring ESP students' perception of giving and receiving peer feedback on the first draft of their writing and comparing the perception of peer feedback with perception of teacher feedback on the second draft with regard to the development of their writing. The results of the survey confirmed strong preference of the students for teacher feedback but revealed that students can also recognize and realize the benefits of providing and receiving peer feedback on their writing.