The Impact of Peer Response on Lexis and Grammatical Structure in L2 Writing through Blended Learning
Year: 2018
Type: article
Abstract: Peer response has been considered one of significant activities to improve learners’ writing skills in second language (L2) writing classes. However, a few studies have been examined in terms of peer response focusing on lexis and grammatical structure in a blended learning environment. This study aims to explore these feedback types of lexis and grammatical structure in peer response, and to investigate the influence of peer response on students’ lexis and grammatical structure in L2 writing in a blended learning environment. A case study was conducted on eight university students who were enrolled in an English writing course and engaged in online and offline peer response sessions. The findings are as follows. First, the most repeatedly occurring feedback type was Direct Correction, and more Indirect Correction occurred in online peer response sessions. More language related episodes (LREs) were produced in online peer response sessions than in the offline context. Second, there were increases in scores from Essay 1 to Essay 4. The students’ active participation in peer response sessions throughout blended learning seemed to have a positive influence on their lexis and grammatical structure in L2 writing. Suggestions are made for content literacy in L2 writing and further research directions.
Authors: Seoyoung C. Kim, Chung Hyun Lee
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2990964152