STUDENT'S PERCEPTIONS ON THE INTEGRATION OF PEER FEEDBACK ON GRAMMATICAL ERRORS IN THE EFL WRITING CLASSROOM

Abstract

The shift away from teacher-fronted classrooms to learner-centered ones has brought upthe issue of learner autonomy. In ESL/ EFL writing classrooms, peer feedback or peer correctionhas been considered as a teaching technique that promotes learner autonomy as well as apreparation for lifelong learning (Chatranonth. 2008). However, research on EFL studentsûperceptions of peer feedback has received relatively little attention. This study, therefore, seeksto investigate how Thai university students perceive the use of peer feedback on grammaticalerrors based on their regular experience and practice in a writing classroom over a semester(16 weeks). This article discusses the findings of a questionnaire and a face-to-face interviewadministered to 20 EFL English majors at a Thai university. The questionnaire, utilizing 5-pointLikert-scales, investigated studentsû views toward peer feedback in terms of usefulness,acceptance, affect, willingness to improve, and fairness (Strijbos; Pat-El; & Narciss. 2010). Thequantitative data were analysed using descriptive statistics and Chi-square tests while thequalitative data were analysed via content analysis method. The findings revealed that 95%of students had positive perceptions toward peer feedback activity. It was perceived by students as very useful and enjoyable. They accepted and valued grammatical feedback from theirpeers and they were willing to improve their work based on their peersû suggestions. Theybelieved that the feedback from their peers was fair. Furthermore, the students showed a strongpreference for peer feedback activity and they supported the use of peer feedback in futurewriting classes.Keywords EFL writing, grammatical errors, peer feedback, studentsû perceptions