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| Open Access | THE EFFECT OF PEER FEEDBACK ON WRITING SKILLS IN LANGUAGE LEARNING
Mirtillayeva Nozima,Usmonova Gulsevar Abdulaziz kizi , Chirchik State Pedagogical UniversityAbstract
It was also shown that feedback is more useful between drafts, and little improvement is made when it is done at the end of the task. Reichelt points out that the teachers are uncertain about the role of writing in EFL classrooms. In her survey, she found that articles on FL writing appeared in publications addressing FL professionals, suggesting that many of those engaged in FL writing research and pedagogy see themselves as primarily language teachers rather than writing teachers. Due to the fact that in traditional writing classrooms students are passive in the classroom, they naturally feel uncomfortable with cooperative interaction methods that require them to take a more active role.
Keywords
feedback implementation, learning, peer feedback, peer review, revisions.
References
Berg, E. C. (1999). The effects of trained peer response on ESL students' revision types and writing quality. Journal of second language writing, 8(3), 215-241. https://doi.org/10.1016/S1060-3743(99)80115-5
Brannon, L., & Knoblauch, C. H. (1982). On students' rights to their own texts: A model of teacher response. College composition and communication, 33(2), 157-166. https://doi.org/10.2307/357623
Carson, J. G., & Nelson, G. L. (1996). Chinese students' perceptions of ESL peer response group interaction. Journal of second language writing, 5(1), 1-19. https://doi.org/10.1016/S1060-3743(96)90012-0
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