PEER FEEDBACK AS A STRATEGY TO TEACH WRITING TO FIRST YEAR STUDENTS

Sonia Sharmin

Abstract


This paper aims to look at Peer Feedback as a strategy to teach writing to the first year stents in Bangladeshi universities. It would like to suggest every teacher teaching writing to change the misconception that most students have towards peer review and feedback in the writing classroom. The study shows improvement in terms of overall quality and individual components, like language, content, organization and cohesion.

Keywords: Peer Feedback, Teaching, Writing, Students & Teachers. 


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References


Berg, E. C. (1999). “The effects of trained peer response on ESL students’ revision types and writing quality.”Journal of Second Language Writing 8 (3): 215–241.

Liu, J., and J. G. Hansen. (2002). Peer response in second language writing classrooms. Ann Arbor: University of Michigan Press.

Liu, J., and R. Sadler. (2000). The effects of peer versus teacher comments in both electronic and traditional modes on ESL writers’ revisions. Paper presented at the 34th annual TESOL convention, Vancouver, British Columbia, Canada.




DOI: http://dx.doi.org/10.0001/ijllis.v8i12.1999

DOI (PDF): http://dx.doi.org/10.0001/ijllis.v8i12.1999.g2421

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