Exploring the Effects of Collaborative Peer Written Corrective Feedback on EFL Students’ Business English Writing Performance

Abstract

The paper aims to explore the efficacy of collaborative written corrective feedback (CPWCF) on EFL students’ business English writing performance. The author designed the quasi-experimental research, and deployed class observations, content analyses of English major students’ weekly papers in combination with their pretest and posttest results to understand how CPWCF influences students’ business English writing performance. In addition, he adopted Bandura’s Social Cognitive Learning Theory (1989) as the analytical framework to view the experimental results. The findings indicate that the experimental group students are motivated by giving and receiving CPWCF, and they benefit from giving CPWCF more than receiving it. Moreover, they outperformed those in the controlled group in terms of task fulfillment, organization, vocabulary, and grammar. Regarding the writing process, CPWCF is influenced by different aspects of students’ behavior, their cognitive ability, and the learning environment. In short, CPWCF has led to students’ improved writing performance.