Abstract:

This study examined 33 Japanese university students’ writing feedback assessments to investigate how learners of English as a second language paid attention to peer feedback. Using quantitative and qualitative data from feedback on writing compositions, we looked at: (1) word-level language-related points such as plural and third person singular –s and, (2) essay writing at a structural level including topic, supporting, and conclusion sentences. Participants used a rubric table to give feedback to each other. The result showed that learners paid more attention to word-level language-related points than structural ones. Our findings demonstrate the benefits of should conducting writing feedback activities among peers in a classroom. Additionally, the research indicates that, and how teachers should conduct more learners-centered writing in an active learning classroom.

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