Egyptian EFL Writers’ and Instructors’ Perceptions of Peer Written Feedback

Abstract

The principal aim of this study is to compare between the perceptions of peer feedback (PF) and teacher feedback (TF) as viewed by adult Egyptian L2 writers. That aim is pursued to address the lack of abundancy of that line of research in Egypt, and particularly targeting adult L2 writers. Consequently, the study is guided by four research questions enquiring about general perceptions of PF versus TF, how PF and TF prioritize feedback on writing features differently, the perceptions of PF and TF uptake, and differences between genders in their perception of PF and TF. This study adopted mixed methods approach consisting of a questionnaire, multiple interviews, and writing samples. The total number of participants is 88, and 16 writing samples. The data analysis presents a considerable awareness of the importance of PF in comparison to TF. L2 writers understand the value, use and benefit from PF, but not at the same extent of using TF. Two thirds of the adult L2 writers participating in this study support the importance of training the peer on giving effective writing feedback. Furthermore, the data shows that the peer prioritizes almost the same writing features that the teacher does in their feedback. As for the perceptions of PF and TF uptake, L2 writers in Egypt believe, react, and feel motivated towards PF and TF in roughly the same way. Finally, the investigation of gender differences and the effect of that on the perceptions of PF and TF yield no significant differences quantitatively.



Author Information
Ahmed Tarek Shalaby, The American University in Cairo, Egypt

Paper Information
Conference: ECE2022
Stream: Educational Research

This paper is part of the ECE2022 Conference Proceedings (View)
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To cite this article:
Shalaby A. (2022) Egyptian EFL Writers’ and Instructors’ Perceptions of Peer Written Feedback ISSN: 2188-1162 The European Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2022.28
To link to this article: https://doi.org/10.22492/issn.2188-1162.2022.28


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Posted by James Alexander Gordon