A description of peer written feedback given by English one students and its effects on revision

• Main Author: Padilla, Noemi Maria Antoinette D.
• Format: text
• Language: English
• Published: Animo Repository 2000
• Subjects: Language and languages; Discourse analysis; Grammar; comparative and general; English language; English Language and Literature
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/2830
• Institution: De La Salle University

This study describes the peer written feedback given by English one students of De La Salle University and its effects on revision. To describe peer written feedback, this study used Halliday's (1978, 1985) developmental functions of language, together with Kepner's (1989) types of feedback, namely: message-related comments and surface error corrections. These types of feedback were qualified through Beason's (1993) criteria for sharing, namely: focus, development and support, organization, mechanics and grammar. On the other hand, to describe the effects of peer written feedback, this study accounted for the revisions which were made based on feedback and revisions which were made not based on feedback. Likewise, the study accounted for feedback which was not translated into revision. Lastly, this study used Sengupta's (1998) types of revision to describe the techniqes used in revising. These techniques were as follows: addition, deletion, substitution, permutation, distribution, consolidation, and re-order.The study analyzed thirty essays written by students from ten different Englone / Comart1 classes. Each of these essays went through three drafts the last draft being considered the final output. There were 493 instances of peer written feedback found in the essays collected and these were categorized given the functions provided. These peer written feedback were further categorized into the two major types of written feedback. The revisions were observed then classified. Revisions which were made, whether based or not based on feedback, were further described through the revision techniques noted. In general, the study showed that majority of the peers provide feedback on the surface level (63 percent). In addition, whether message-related or surface error, the study showed that there was an overwhelming use of the informative function (67.8 percent). On the other hand, for the types of revisions observed, the student writers were seen to follow the feedback provided by their peers. Revisions made based on feedback take 63 percent of the peer written feedback collected. And not surprisingly, the highest percentage of revisions was made based on the feedback using the informative function (47 percent). On a final note, the most popular of the revision techniques used was substitution (40 percent). The study showed that the peers seemed to find it convenient to explicitly correct the essays, in the same manner, that the writers easily acceded to the corrections provided by their peers.