Fatimah Saadi Ali1
1English Language Teaching Department, Education Faculty, Tishk International University, Erbil, Iraq
Abstract: In the last decade, the researchers have suggested peer feedback in English as a foreign language (EFL) writing classroom. It is one of the professional activity tools to be provided in the EFL writing classroom, which makes the students involved more in the class. It makes classes learner-centred rather than teacher-centred. Therefore, many researches have been carried out about the usefulness, cognitive, and social benefits of peer feedback. This paper investigates overlap and repair, as two elements of the turn-taking system, that take place at the oral feedback writing session. The study also aimed to investigate how these elements happen and which of them is taken most. The qualitative approach was implemented in this study. The data was collected through audio recording. A group of freshmen students in an EFL writing course were participated. Their oral peer feedback session was recorded. The conversation analysis approach was used to analyse the interaction in the classroom. The study’s result has shown that in the collaborative oral feedback session overlap and repair have taken place in the EFL writing classroom. It also revealed that it has a great role during the class session as well as an impact on those students who want to improve their writing skills. Overall, it has been recommended that collaborative feedback sessions should be investigated more in classroom conversation particularly in writing courses.
Keyword: EFL Writing Course, Collaborative Oral Feedback, Overlap and Repair System
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International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), June 2021, Vol.8, No.2
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