Analitik geri bildirim kriterleri yoluyla akran desteğinin teşvik edilmesi: Yazmada öğrenci derlemine dayalı hata analizi bakış açısı

The current research primarily aimed to implement peer scaffolding on EFL students in a writing skills course in the ELT department of a foundation university in order to provide them with collaboration opportunities, which are often lacking in writing classes. In this vein, an analytic rubric was initially developed specifically for the purpose of peer assessment tasks, both for student and lecturer use. Validity and reliability analyses were completed. Both quantitative and qualitative research methods were utilized for measuring the influences of peer scaffolding on ELT student teachers. Single group repeated measures design was followed in the collection of quantitative data, in which pre-, mid-, and post- writing performance tests were administered. The role of demographics in the improvement of writings skills was also inquired. Effectiveness of peer scaffolding procedures was examined by another perspective, as well, which is a corpus-based error analysis. Pre- and post-test corpora were compiled using participant students' paragraphs. An error taxonomy was created peculiar to the present group of learners. Corpora were uploaded to UAM CorpusTool, which is a corpus tool that enables corpus annotation. An error tagging procedure followed. Qualitative data were collected through semi-structured focus group interviews so as to uncover student perceptions towards peer scaffolding practices applied. Focus groups were preferred in accordance with the collaborative nature of the study. Results indicated that peer scaffolding had positive contributions to writing skills of student teachers. Repeatedly measured students displayed significant increase in writing scores from pre- to mid-, mid- to post-, and pre- to post- test. In parallel, corpus-based error analysis findings demonstrated that student errors declined significantly in number after the intervention. Committed error types in pre-test corpus also changed. Gender, perceived language proficiency level, or prior participation in a writing course did not play significant roles in predicting writing achievement. Lastly, thematic analysis conducted for interviews revealed that students benefitted from peer scaffolding in many aspects, such as easier error detection thanks to peer feedback, learning while assessing and shaping their future plans as teachers. Challenges faced throughout the procedures were also articulated by students, such as undetailed and false negative feedback provided by peers. The study aimed to contribute to literature in several dimensions; namely, measuring the effectiveness of peer scaffolding procedures that incorporate tenets of social constructivism for writing skills in EFL settings, providing an analytic rubric particularly developed for peer assessment tasks, and examining the impacts of peer collaboration from a corpus-based perspective.