The Proportion of Peer Corrective Feedback (PCF) on Writing Aspects: Are they really effective?

Abstract

This study set out to profoundly examine Peer Corrective Feedback (PCF), which is believed to be one of the alternatives for improving learners' writing quality. The two aspects the researchers focused on were (1) the proportion of peers' feedback on writing aspects, and (2) the effectiveness of PCF in enhancing learners' writing quality. This is qualitative research with 34 students in the fourth semester at the English Education Faculty (FKIP) of the University of Lampung were involved as the sample. The results demonstrate that (1) the aspect taking the largest proportion of the PCF is language use, with a total of 68. It is followed by mechanics, with a total of 26. As for content, organization and vocabulary, they respectively took 22 of the total frequency. The frequencies of PCF varied, explicitly or implicitly, (2) PCF significantly increased the learners' writing quality. Nevertheless, it is notable that after the empirical data were analyzed in depth, it was found out that not all the increases had been caused by PCF. Some should be credited to self-correction. It is also noteworthy that not all the corrections made by the peers were right, especially those on language use. The results of the study are discussed on the basis of relevant theories.