Abstract
To realize the potential of feedback, students need to possess feedback literacy. Frequently implemented in writing classrooms, peer feedback activities carry unique potential for developing student feedback literacy. This paper proposes an instructional model of teacher-supported peer feedback in relation to the enhancement of student feedback literacy from a self-regulatory perspective. The paper conceptualizes student feedback literacy as learners’ capabilities to carry out core activities in feedback processes, including seeking, generating, processing, and using feedback during self-regulation. It outlines pertinent teacher support before, during, and after peer feedback activities to facilitate student writers’ seeking, generating, processing, and using of feedback during their behavioral self-regulation of writing encompassing self-observation, self-judgement, and self-reaction. The instructional model highlights teacher support to foster an active learner role in feedback processes by giving students opportunities to conduct several rounds of feedback calibration by themselves before seeking teacher feedback. Future studies may investigate the implementation and effectiveness of the instructional model.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
