Corrective peer-feedback in an L2 Academic Writing context from three perspectives

在2022财年，该研究项目按计划进行。两篇包括反馈意见的文章是通过谷歌文档在混合教室环境中从六个学院的学生中收集的。在学期结束时，进行了调查，询问学生对给予和接受反馈的好处的看法，他们喜欢的反馈风格，以及他们认为批判性地评估写作的能力。这项调查的结果在日本和美国的两次会议上发表。目前，在2023财年，我正在研究反馈的质量和数量，特别是在面对面的环境中。这包括同行评审和协作之间的课堂讨论，而不是盲目评审。将收集的数据与以前在紧急远程学习期间的研究结果进行比较，特别是在同伴反馈中发现的吸收率和指导性程度。在FY2023，我将在面对面的场景中给学生分配相同的写作任务，并对三种学习环境进行比较。

In FY2022, the research project was carried out as planned. Two pieces of writing including feedback comments were collected from students across six faculties via Google Documents in a Hybrid classroom setting. At the end of the semester, surveys were administered asking students about their views about the benefits of giving and receiving feedback, their preferred style of feedback, as well as their perceived ability to critically assess writing. Findings of this survey were presented at two conferences in Japan and America. Currently, in FY2023, I am examining the quality and quantity of feedback specifically in face-to-face environments. This includes classroom discussion between peer reviewers and collaboration, rather than blind reviews. Data collected will be compared with previous research findings during emergency remote learning, particularly the rate of uptake and degree of directiveness found in peer feedback. In FY2023, I will assign the same writing task to students in a face-to-face scenario and do a comparison of three learning environments.