Effects of Structured Peer Feedback on Secondary School Students’ Text Revision

Abstract

This study investigated the effects of structured peer feedback on students’ text revision. Participants in this study were trained to provide feedback to their peers’ essay drafts in the classroom before they were required to provide feedback to their peers. The participants of this study were 20 secondary school students in an intact English language class from an international school. The study revealed that the participants were able to provide feedback to their peers and participants who received the feedback were able to make necessary changes to their essay drafts. However, most of the feedback that was provided by participants focused on local revisions such as punctuations, spelling and vocabulary rather than global revision such as coherence and cohesion. The study also investigated the perception of the participants towards peer feedback. The study revealed that participants had a positive attitude towards providing feedback as well as receiving feedback from peers.