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A Case Study of Developing Chinese EFL College Writers’ Peer Feedback Literacy
LIANG Jing-bi
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DOI:10.17265/2159-5836/2019.08.007
Guangdong University of Foreign Studies, Guangzhou, China
In response to the challenges faced by the peer feedback, this research is to investigate how to develop peer feedback literacy, a much less discussed area from the previous research. In the new literacy approach to analyze a case study in a Chinese college, the framework of peer feedback literacy for Chinese learners is developed in three dimensions: affect, knowledge, and communicative skills. Among them, knowledge on peer feedback includes understanding rubrics, making judgements, giving advice, and using resources. The research was conducted among 25 first-year English majors in a semester-long writing course, where the peer feedback was done five times. Questionnaires, semi-structured interviews, and in-text peer comments in learners’ assignments were collected for analysis and discussion. It is found that the introduction of well-designed rubrics and the teacher’s modelling helped develop peer feedback literacy, and largely solved some problems arising in peer feedback, such as learners’ ignorance of content feedback, their distrust of peers’ comments, and Chinese learners’ unwillingness to point out the problems due to face-threatening.
peer feedback literacy, new literacy studies, affect, knowledge, communicative skills
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