Peer Response to L2 Student Writing: Patterns and Expectations

Abdel Rahman Abdalla Salih wrote an article titled Peer Response to L2 Student Writing: Patterns and Expectations. This article published by Canadian Center of Science and Education in 2013.

Peer review has been regarded as an essential feedback system in process-based second language (L2) writing classrooms. The essence of collaborative process-based writing is the creation of instances for feedback from peers.

Learners can develop their skill in effective writing only through feedback because they receiving information about the effects of their writing on readers (Caudron, 1984).

This study shows that all of the student writers placed grammar as the main area for the reviewer to respond to while reviewers concentrated on the clarity of feedback provided to peer drafts. The inconsistency between the patterns of feedback given on drafts and student writers’ expectations and focus provides significant pedagogical insights about L2 learners’ knowledge and writing skills.

Teachers need to teach learners of writing the processes of text creation and the various areas that review should cover. They also need more training in other aspects of essay writing such as structure, organization, and coherence for more effective writing. Moreover, L2 learners must know that grammar correctness is one of the aspects that must be focused on among many other textual features. Thus, learners need to move from grammar-bound feedback to multi-focus feedback.

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