SPEECH ACT OF CRITICISM IN PEER FEEDBACK ON ARGUMENTATIVE ESSAYS OF UNIVERSITY STUDENTS OF ENGLISH IN COMPUTER-MEDIATED COMMUNICATION (CMC)

Authors

  • Ivana Čorbić

DOI:

https://doi.org/10.18485/bells.2024.16.4

Keywords:

speech act, criticism, commmunication strategies, peer feedback, computer-mediated communication, non-native speakers, university students of English

Abstract

Using the theoretical concepts of speech act theory and politeness theory, this paper analyses the speech act of criticism, language forms and communication strategies utilised in peer feedback on argumentative essays of first-year university students of English, submitted via the Moodle platform. This was the writing assignment required in Integrated Skills classes as part of the compulsory Contemporary English Language Course (G1), during which students learned the basics of argumentative essay and academic writing. The corpus was collected during two consecutive academic years (2015-6 and 2016-7), with the participation of 122 students in total, where each student had to comment on at least one essay written by a peer, but could choose to comment on more than one. Speech act and communication strategies analysis tools were developed based on works by Nguyen (2005) and House and Kadar (2021), taking into account the fact that all student participants are non-native speakers of English and native speakers of Serbian.

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Published

2024-12-30

How to Cite

Čorbić, I. (2024). SPEECH ACT OF CRITICISM IN PEER FEEDBACK ON ARGUMENTATIVE ESSAYS OF UNIVERSITY STUDENTS OF ENGLISH IN COMPUTER-MEDIATED COMMUNICATION (CMC). Belgrade English Language and Literature Studies, 16(1), 85–110. https://doi.org/10.18485/bells.2024.16.4

Issue

Vol. 16 No. 1 (2024): BELLS - volume 16

Section

THEORETICAL AND APPLIED LINGUISTICS

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