Restricted Access Thesis
This study investigated the role of grammatical feedback on essay writing by peers in an advanced English language learners' classroom in a high school. Eight English language learners (ELLs) from Hmong and Spanish-speaking backgrounds participated in the six-week study. Students were taught indirect and direct grammatical feedback techniques, which they used to provide peer and self-feedback on essays written in class. Questionnaires administered to the students, essays written by the students, feedback logs used by the students, and field notes recorded by the teacher-researcher provided information to answer five guiding research questions to determine if using peer feedback in the teacher-researcher's classroom was effective. The results of this study suggest that implementing grammatical feedback by peers on essay writing in the high school ELL classroom is a worthwhile activity however, students should also be allowed to self-edit their writing instead of participating in peer feedback activities if they choose.
Birk, Angela, "An exploration of the role of grammatical feedback by peers on essay writing in the advanced English language learners' classroom" (2007). School of Education Student Capstones and Dissertations. 344.