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Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective
Yu,Shulin1; Lee,Icy2
2015-09-21
Source PublicationLanguage Teaching Research
ISSN14770954 13621688
Volume19Issue:5Pages:572-593
AbstractWhile the last three decades have witnessed a growing body of research on peer feedback in first language (L1) and second language (L2) writing, research about students’ motives for participating in group peer feedback has remained underexplored. In order to fill this important gap, this case study, guided by the constructs of activity and motive in activity theory, investigates two Chinese university students’ motives for participating in group peer feedback activities in the EFL (English as a foreign language) writing classroom. Multiple sources of data were collected, including video recordings of peer feedback sessions, semi-structured interviews, stimulated recalls and student texts. Data analyses indicate that EFL students’ group peer feedback activities are driven and defined by their motives, which are shaped and mediated by the sociocultural context. The findings also show that student motives could have direct influence on students’ participation in group peer feedback activities and their subsequent revisions. This study contributes new knowledge to the field by relating students’ motives to other key elements in peer feedback such as peer stances, group interaction and student revisions of L2 writing, yielding a deepened understanding of students’ participation in and engagement with peer feedback in EFL writing.
KeywordActivity theory EFL writing group work motives peer feedback
DOI10.1177/1362168814541714
URLView the original
Language英语
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Cited Times [WOS]:25   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorYu,Shulin
Affiliation1.University of Macau,,Macau,Macao
2.The Chinese University of Hong Kong,,Hong Kong,Hong Kong
First Author AffilicationUniversity of Macau
Corresponding Author AffilicationUniversity of Macau
Recommended Citation
GB/T 7714
Yu,Shulin,Lee,Icy. Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective[J]. Language Teaching Research,2015,19(5):572-593.
APA Yu,Shulin,&Lee,Icy.(2015).Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective.Language Teaching Research,19(5),572-593.
MLA Yu,Shulin,et al."Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective".Language Teaching Research 19.5(2015):572-593.
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