Students' Preferences of Areas to Give Feedback During Peer Assessment in Academic Writing Class

Abstract

A large area of research has examined the effectiveness of the role of peer assessment in the writing instruction in ESL context. However, it seemed to be lack of knowledge about students' preferences of feedback area in peer assessment. This study investigated the students' preference of areas to be given feedback in peer assessment in Academic writing class and also the reasons for their preference. Quantitative and qualitative data were collected from 70 Academic writing students through written questionnaires. The finding of the study revealed that content was the most favored area to be given feedback in writing rather than style and structure feedback. Leaners proficiency, easiness of finding the errors and students' belief of the importance of feedback areas were several reasons which determined the feedback area being given to one's writing that should be taken into account.