The Effects of Peer and Self-Feedback
Abstract
Recent studies of the writing process have confirmed the pervasiveness of revision and the complexity of skills required to revise successfully. Teachers and researchers, looking for ways to improve revisions, have examined the effects of feedback from teachers, peers, or self on this process, but studies juxtaposing these feedback sources have not determined conclusively which is the most effective. This study, conducted by a community college classroom teacher, was implemented to examine the effects of peer versus self-feedback on (a) the number and kind of revisions ESL students make and (b) their attitudes toward feedback and revision processes. The subjects of this study were 54 multilingual ESL students at Grossmont College, San Diego. Data for the research were collected from drafts of two student essays, writing questionnaires, and feedback evaluation forms. The results suggest that peer feedback is more effective than self-feedback in number and types of revisions students make and that more students prefer peer feedback.