Due to the advancement of technology or computers, it provides language learners with ample opportunity to engage in meaningful communication in the target language without physical and time constraints. In another line of research on peer feedback in second language (L2) learning, a common belief held by most practitioners is that providing feedback on written productions relates to learners’ abilities in the target language (Yu & Hu, 2016), implying that more capable learners would give more effective feedback. However, this is not always the case. Based on previous empirical studies in language education (e.g., Min, 2005), the main purpose of this case study is to help us understand whether the feedback training has an impact on the quality of peer feedback in Chinese-as-a-second language (CSL) writing. Two trained and two untrained high-proficiency CSL learners from Vietnam studying Mandarin Chinese in university were recruited to participate in this study. The research data included the compositions of the participants, stimulated-recall interviews, and peer comments were utilized. The results of this study suggest that trained comments were more likely than untrained comments to cover a wide range of issues in writing, e.g., the incoherent thoughts a composition and incorrect grammatical/lexical features, to be more specifically indicating the problematical areas, and to perceive collaborative learning more positively. The results of this study provide some pedagogical implications in this paper.
Sarah HJ Liu, Kainan University, Taiwan
Stream: Applied linguistics research
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