Korean EFL high school learners' perceptions of interaction in a collaborative writing activity according to different types of feedback

Abstract

This study explores EFL high school learners' perceptions towards interaction with peers and their teacher in a collaborative writing activity after receiving differential feedback. Forty-five participants equally divided into three English writing classes were given different types of feedback during a group writing activity: peer feedback, teacher direct feedback, and teacher indirect feedback. A survey which examined the participants' perceptions toward interaction influenced by the particular type of feedback was administered. Results of statistical analyses showed that peer feedback induced students to have a positive attitude toward intra- and inter-group interaction with peers. Teacher direct feedback was found to inhibit group interaction and render students dependent on their teacher. However, similar to peer feedback, teacher indirect feedback encouraged students to increase intra- and inter-group interaction. The results imply that a combination of peer feedback and teacher indirect feedback could be an effective means to foster English writing in Korean secondary school English writing classes.