Students’ experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching EFL and mathematics

Abstract

ABSTRACT This study examined students’ experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching English as a foreign language (EFL) and mathematics. Data consisted of student surveys from two data sets related to teaching in lower secondary school (n = 2,832). Students (13–15 years old) in both subjects reported being to a low extent involved in peer feedback practices, but to a lesser extent in mathematics. Awareness raising of learning goals was the most important variable for students’ experiences of peer feedback practices, and even more important for students in mathematics teaching. Self-monitoring, self-efficacy, and enjoyment were positively associated with peer feedback practices. Enjoyment was positively associated with peer feedback practices, but a neglected dimension of teaching in the two subjects. Although students reported low degrees of anxiety, students also reported low levels of enjoyment in both subjects.