“I could express feeling completely”: Inviting L2 writers to use L1 in peer responses

Bee Chamcharatsri

Abstract


Peer response is one of the most important activities in writing classrooms because it provides a sense of audience to students. At the same time, students also receive feedback for revision. By asking L2 writers to their L1s in providing feedback to their L1-speaking peers, it helps them gain confidence in peer response activities, which in turn give them self-confidence in their writing proficiency. In this action research, L2 students were asked to reflect on their use of L1s in providing both oral and written feedback. The results showed that students felt they could express their feedback in the more meaningful way. The article concluded with pedagogical implications in teaching writing in both ESL and EFL contexts. 


Keywords


L1, oral, written, feedback, affects

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Co-Editors-in-Chief:

 

Grant Eckstein

Betsy Gilliland

(Brigham Young University)

(University of Hawai'i)

   
Editorial Board:Dana Ferris(University of California, Davis)
 John Bitchner(Auckland University of Technology)
 Norman Evans(Brigham Young University)
 Lynn Goldstein(Monterey Institute of International Studies)
 James Hartshorn(Brigham Young University)
 Fiona Hyland(The University of Hong Kong)
 Kendon Kurzer(University of California, Davis)
 Icy Lee(The Chinese University of Hong Kong)
 Karen Lunsford(University of California, Santa Barbara)