A CASE STUDY OF USING PEER FEEDBACK TO PROMOTE CRITICAL LITERACY IN EFL WRITING CLASS

Abstract

Abstract
This study is aimed at describinghow the college teacher teaches critical literacy through
peer feedback and revealing benefits and challenges of applying peer feedback to
promote critical literacyin genre-based writing class. One college teacher and four
students are employed as participants in genre-based writing course. The instruments
used were classroom observation and in-depthinterviewin genre-based writing class. Data
were taken from field notes during classroom observations completed with the interview
results. Unit of analysis was teacher and student utterances during classroom interactions
and interviews. The data were processed through descriptive qualitative analysis, namely
transcribing the classroom observations and interviews, analyzing the encoded data, and
drawing conclusion. The results of the study show that writing correction in small group
discussion results in critical literacy development. Peer feedback develops students’
linguistic skills and their learning motivation. However, students’ linguistic inabilities
and non linguistic aspects hinder peer feedback activity. Oral and written feedback
activity improvesthe writing performance and promotescritical literacy of the EFL
learners.
Keywords: critical literacy, EFL writing, peer feedback