EFL Student Engagement With Peer Feedback On L2 Writing

Writing is an indispensable part of English learning,and feedback is important to test the learning effect and improve writing ability of students.In the English writing class in China,teacher feedback has always occupied a major position.However,with the development of the process writing approach,it has become increasingly important to play the role of students' subjectivity,so the research and practice of peer feedback has arisen and student engagement is an important manifestation of peer feedback and an embodiment of teaching effectiveness.Based on the theoretical framework of learner engagement with written feedback proposed by Rod Ellis,this research explores student engagement with peer feedback on English writing from three aspects: affection,behavior and cognition,that is,how students respond to peer feedback in writing affectively,behaviorally and cognitively.The teaching experiment was carried out at Huazhong University of Science and Technology.The subjects of the experiment were freshmen of non-English majors in two classes,with a total of forty-nine students.The data resources were collected from preand post-test questionnaires,classroom writing and interviews and the study used quantitative and qualitative analysis of the results of the research data.The results show that,affectively,most students are positive about group peer written feedback;behaviorally,students are more willing to use direct feedback when giving feedback and accept most of the peer feedback when receiving feedback;cognitively,most students value the status and role of English writing and written feedback and will adopt corresponding cognitive strategies to compose and modify compositions.Therefore,this paper suggests that teachers can actively adopt the form of peer feedback in the college English writing class.At the end of the article,it discusses some pedagogical implications and suggestions and hopes to help the teaching and research of college English writing.