| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 98 === This study aimed to investigate the combined effects of peer and teacher feedback on junior high school students’ English writing ability and writing apprehension through journal writing exchange. Two classes of eighth-graders in Taipei County were divided into the experimental group and the control group, which included thirty-six and thirty-five participants respectively. During the 8-week implementation period, all of the participants wrote English journals once a week with their partners. The experimental group adopted peer feedback and teacher feedback for revision, while the control group adopted only teacher feedback.
The data collected in this study were writing pre- and post-test, pre- and post-SLWAT, a questionnaire of learner’s perceptions of English writing activity, and a semi-structured interview. The results showed that the participants of the two groups had no significant difference in English writing ability (writing accuracy and writing fluency) and English writing apprehension before the journal writing exchange. After eight weeks, within-group comparison between the writing pre-test and post-test showed that the experimental group had significant improvement in writing accuracy, while the control group did not. Between-group comparison of the writing post-test showed that the experimental group performed significantly better in the writing accuracy than the control group did. As for the writing fluency, within-group comparison between the writing pre-test and post-test showed that both groups had no significant improvement. Between-group comparison of the writing post-test showed that the experimental group wrote significantly more words in the drafts than the control group did, while there was no significant difference in their clause length. After the implementation, both groups had significantly less degree of English writing apprehension. In addition, participants in the experimental group held positive perceptions of journal writing exchange, teacher feedback, and peer feedback. Last, they had difficulty in the use of vocabularies, phrases, and syntactic structure along with the lack of the theme during the writing process. Also, they had difficulty in comprehending the peers’ drafts and indicating the peers’ mistakes in the drafts during the peer feedback activity. There were pedagogical implications that could be drawn from the findings of the present study for teaching junior high school students English writing in EFL classroom.
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