Effects Of Peer Feedback Research Articles

Implicit Social Attunement and Alcohol Use: The Effect of Peer Feedback on Willingness to Drink in Social Settings

AbstractSocial context plays an important role in alcohol consumption. While most studies focus on explicit social drinking norms, this study aimed to (1) develop an implicit social attunement (ISA) task to experimentally assess how willingness to drink alcohol is affected by social alcohol drinking (SAD), social non-alcohol drinking (SNAD), and social non-drinking (SND) settings and peer feedback on willingness to drink in these settings, and (2) assess how ISA is associated with explicit social attunement, age, alcohol use and related problems. Participants (N = 506) aged 16–60 years completed the ISA task and questionnaires assessing alcohol use and alcohol use–related problems, age, and explicit social attunement online. Willingness to drink was highest in the SAD setting (SAD: M(SD) = 5.70 (2.68); SNAD: M(SD) = 4.03 (2.20); SND: M(SD) = 2.02 (1.30)) and—regardless of social setting—lower peer willingness to drink induced higher ISA than higher peer willingness to drink (SAD: t(325) = − 2.929, p = .035; SNAD: t(325) = − 2.888 p = .036; SND: t(325) = − 6.764, p < .001). Higher ISA to higher peer willingness in the SAD (r = .15, p = .001) and SNAD (r = .11, p = .011) settings was associated with higher alcohol use and related problems, while higher ISA to lower peer willingness in the SND setting was associated with lower alcohol use and related problems (r = − .18, p = .002) and recent alcohol use (standard drinks: r = − .14, p = .011; binge drinking days: r = − .16, p = .005). Explicit social attunement, but not ISA, mediated the association between lower age and higher alcohol use and related problems (b = − .013, p = .009). Results indicate that peer feedback can be a protective or risk factor for alcohol use, depending on the social setting. Future studies are needed to elucidate differences between implicit and explicit social attunement behaviors in their associations with age and alcohol use and related problems.

Effectiveness of Peer Feedback in Teaching Academic Chinese Writing for CSL Students

Effectiveness of Peer Feedback in Teaching Academic Chinese Writing for CSL Students

The Effectiveness of Peer Feedback on Second Language Writing

Peer feedback is a widely utilized practice in writing classrooms for second languages (L2) that has drawna lot of attention. While some support the practice because of the clear advantages that peer feedback offers students, others doubt its efficacy. Comparing various forms of feedback is therefore necessary, as is determining the effects that peer feedback has on students and the variables that might affect how successful peer feedback is. This paper focuses on the usefulness of peer feedback for L2 writing, based on a review of studies on the subject. The findings imply that the functions of peer and teacher feedback are distinct, and that peer feedback is advantageous to both parties, particularly to the supplier. The attitudes and cultural backgrounds of the students are among the other factors that affect how effective peer feedback is. Lastly, some implications for future research and education are presented.

THE EFFECTIVENESS OF PEER FEEDBACK THROUGH INSTAGRAM ON TENTH-GRADE STUDENTS’ SPEAKING SKILLS IN AN EFL HIGH SCHOOL

In the flow of learning objectives (ATP), students are required to master speaking skills, especially in the aspects of pronunciation, fluency, and accuracy. Students need help getting it, and one of the causes is the need for more effective learning media. This research aims to find out the effectiveness of peer feedback through Instagram on tenth-grade students' speaking skills at SMAN 1 Gamping. This research was carried out at SMAN 1 Gamping and used quantitative methods with a quasi-experimental design. Class X B is the control class that is treated with traditional peer feedback. In contrast, class X C is the experimental class that is treated with peer feedback through Instagram. The instrument used was a test (speaking skill) with the following research steps: pre-test – treatment – post-test. The hypothesis test used is the t-test with = 5% (0.05). The paired sample t-test proves that peer feedback through Instagram is effective in improving tenth-grade students' speaking skills at SMAN 1 Gamping. The independent sample proves that traditional peer feedback is superior and is more recommended for implementation.

The characteristics and effects of peer feedback on second language pronunciation

Abstract In order to investigate the characteristics and effects of peer feedback targeting second language (L2) pronunciation, the present study recruited 32 Mandarin-speaking learners of English who received five pronunciation instructional sessions through an instant messaging application on their smart phones. The phonological targets, types, and formats of peer feedback as well as its effects on their pronunciation (i.e., comprehensibility and accentedness) were examined. Results revealed that the participants mainly targeted segmental errors rather than suprasegmental errors and that they tended to provide more feedback on vowels rather than on consonants. Their feedback, delivered mainly in writing, was found to be effective in improving learners’ comprehensibility, but not their accentedness. The findings demonstrate the potential of peer feedback complementary to teacher feedback in instructed L2 pronunciation and highlight the importance of training in optimizing the effectiveness of peer feedback.

A Qualitative Analysis on the Effectiveness of Peer Feedback in Team-Based Learning

IntroductionThere is limited information on medical students’ perceptions of peer feedback in team-based learning (TBL), both in terms of its value and how it has affected them as they move forward in their careers. The primary goals of this study were to examine students’ perceptions about their peer feedback experiences throughout medical school and into residency and to identify areas for improvement to develop a more valuable experience.Materials and MethodsThis study utilized exploratory qualitative research. A total of six focus group sessions were conducted, in which each group consisted of medical students or residents. All participants were asked for their thoughts about peer feedback using semi-structured interviews. The sessions were transcribed and thematic analysis of student responses was completed by independent reviewers.ResultsA total of 11 first-year, 12 second-year, 12 rising third-year, and 10 rising fourth-year medical students participated in the focus groups. In addition, three graduates participated in the study. Overall, four key themes were identified regarding the peer feedback experience. These included (1) preparation and training, (2) procedure and implementation, (3) evaluation of student feedback, and (4) student considerations.DiscussionThe participants indicated that the idea of providing and receiving effective peer feedback throughout the medical school curriculum was a valuable experience. This analysis raised awareness about several potential areas of difficulty for students in regard to the peer feedback process used in TBL. Quality improvement initiatives may include educating students about the use of constructive feedback, adding self-reflection, or using oral instead of written feedback.

Peer Review Circles: The Value of Working in Triadic Groups and Oral Observational Peer Feedback in the Development of Student Feedback Literacy

Abstract There has been increasing debate about the effectiveness of peer feedback, especially the way learners actively engage with and act upon the feedback (Lam, 2017). Yet research has shown that well-managed peer feedback offers a host of social, cognitive and linguistic benefits (Sun & Doman, 2018). This paper looks at the perceptions of 24 teachers of English from Myanmar who experienced and evaluated a new way of organizing the peer feedback process known as Peer Review Circles (PRCs). In PRCs, learners work in groups of three, with two giving feedback on the work of the third, who listens, reflects on and only then responds to the comments. It was found that teachers perceived this arrangement to increase the quantity, variety and reliability of feedback, create a more conducive feedback atmosphere and aid the development of “soft/transferable” skills. Respondents identified teachers’ and learners’ lack of familiarity with this new approach, time constraints and the possibility of conflicting comments as potential difficulties of PRCs. To overcome these, respondents suggested providing training to teachers and learners, especially through modelling. This paper sheds light on a different way of managing peer feedback, PRCs, highlighting the benefits of working in triadic over dyadic groups and the value of oral observational peer feedback to develop students’ feedback literacy. The key implications relate to peer review training and the need to focus not just on procedural aspects but also on developing learners’ emotional competence to help sustain their language learning within today’s educational landscape.

Teaching L2 Writing in Large Classes : The Effects of Peer Feedback in Different Task Sequences

Teaching L2 Writing in Large Classes : The Effects of Peer Feedback in Different Task Sequences

The Effects of Peer Feedback on L2 Students’ Writing Motivation: An Experimental Study in China

The Effects of Peer Feedback on L2 Students’ Writing Motivation: An Experimental Study in China

The Effects of Peer Feedback on EFL Students’ Writing Performance

Nowadays, the common problem confronting English as a foreign language (EFL) teacher in public schools is over-sized classes. This study investigates the utilization of peer feedback which is believed to reduce the teacher’s workload and increase students’ capability in learning a foreign language. The study recruited 84 EFL students who learn General Business English to be the participants, of whom 42 were in the control group and the rest in the experimental group. They were asked to write a business email after a period of instructions. The participants benefiting from peer feedback outperformed those who received conventional method although both groups had an overall higher mean score in the post-test. Most of the responses to the questions in the questionnaire reached high scales of the five-point Likert scale which showed that the experimental students appreciated peer feedback provided. Some recommendations and limitations are included in the paper for future exploration.

Effect of Peer Feedback on Paragraph Writing Performance among High School Students

Effect of Peer Feedback on Paragraph Writing Performance among High School Students

INVESTIGATING THE IMPACT OF PEER FFEDBACK AND TEACHER FEEDBACK USING GOOGLE DOCS ON EFL STUDENTS’ WRITING PERFORMANCE

<p>Online written corrective feedback via Google Docs, in recent years, has been used and brought about positive outcomes in different teaching contexts. In this light, this study was conducted to examine the different effects between teacher feedback using Google Docs and the combined peer feedback and teacher feedback using Google Docs on EFL high school students’ performance in writing paragraphs. The study also attempted to gain insights into students’ attitudes towards the effect of peer feedback and teacher feedback using Google Docs on their paragraph writing. In this study, a mixed research method was employed; both quantitative and qualitative data were collected. Twenty two grade 11 students in a high school in the Mekong Delta of Vietnam were selected as participants. They were assigned to two groups of treatment: the experimental group, receiving both peer feedback and teacher feedback using Google Docs and the control group who only received teacher feedback using Google Docs. Participants completed two writing tasks; each of them included first draft, second draft and final draft. Prior to the study, students from the experimental group received a face-to-face training on giving peer feedback. Data were collected from six drafts of two writing tasks, three drafts for one task, and interviews at the end of the study. Results indicated that participants who received teacher feedback in the control group performed their paragraph writing better than those receiving both peer feedback and teacher feedback using Google Docs in the experimental group after the study. Also, participants in both groups improved their writing performance in their revised drafts. From the interviews, results showed participants’ positive attitudes towards the impact of peer feedback and teacher feedback using Google Docs on their paragraph writing. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

The Effects of Peer Feedback and Instructor Feedback on College Students’ English Writing: The Writing Improvement from Different Levels, their Preference, and Affective Aspects

The Effects of Peer Feedback and Instructor Feedback on College Students’ English Writing: The Writing Improvement from Different Levels, their Preference, and Affective Aspects

The Effect of Peer Feedback on EFL Learners’ Classroom Anxiety

The Effect of Peer Feedback on EFL Learners’ Classroom Anxiety

Corrective Feedback on Pronunciation Errors: Teacher’s Perception and EFL High School Students’ Self-Reflection

This study aimed to find out whether there is any effect of peer feedback through instagram on student’s writing recount text at the tenth grade students of SMA 4 Rejang Lebong. Quasi-experimental design, since two classes are taken as the sample of the study with 36 students X IPA 1 and 34 students X IPA 3. Which class experimental class and a controlled class. The experimental class is taught by doing peer feedback through instagram while the controlled class do not. Moreover, this research is conducted through the following procedures; pretest, treatments, and post-test. The data analyzed is gained through writing test. There was significant different between the students who taught by peer feedback through instagram and those who were taught by conventional teaching. It can be seen from the post-test result. The mean score in experimen class was 75,67 and the mean score in control class was 67,38. From the result of t tesr was obtained 3,03 while t table was 1,67. It was proved that t test obtained was higher than t table (3,03>1,67) which the null hypothesis (H0) is rejected and the hypothesis (H1) is accepted. Finally, it can be concluded that peer feedback through instagram is effective toward students’ writing ability in Recount text.

From feedback to revisions: Effects of feedback features and perceptions

Although the effects of peer feedback have been studied from a number of perspectives, much remains to be learned about what leads students to act (or not) on their peers’ feedback in revisions. The present study examined the relationship between peer feedback features, student perceptions as potential mediators (understanding versus agreement with the feedback), and the likelihood of students’ implementation of the feedback. Peer feedback, back-evaluation comments, and revisions from 185 US high school students were analyzed. Investigated feedback features included four cognitive features (identification, explanation, solution, suggestion), and two affective features (mitigating praise, hedges). Logistic regression analyses revealed that: (1) both understanding and agreement with feedback predicted implementation; (2) presence of solutions predicted understanding of feedback; (3) mitigating praise predicted agreement of the problem; and (4) explanation and hedges predicted implementation separately from perception effects. Theoretical and practical implications of the findings are discussed.

The provision and efficacy of peer feedback in blogs versus paper-based writing

Abstract While the use of blogs has gained increasing popularity among second language (L2) writers, research into their role in developing L2 writing ability is yet underdeveloped. In particular, investigations into the use and effectiveness of peer feedback on L2 blogs are limited. The current study sought to fill this gap by comparing the provision of peer feedback in blogs versus on paper. Participants were a class of ESL students in a TESL university program in Quebec who produced written texts both in blogs and on paper, received peer feedback, and then revised their texts. Altogether, the findings suggest that while both blogs and paper can be influential mediums for L2 writing, they may inspire different types of errors, elicit different types and degrees of feedback, and lead to differences in subsequent revisions.

Exploring the Effect of Peer Feedback and the Students’ Perceptions of the Feedback on Students’ Writing Skill

This study was aimed to investigate the effect of peer feedback on students’ writing skill and the students’ perceptions on the practice of peer feedback. The study adopted mixed methods research design. It involved 70 eleventh grade students in two intact classes at one public senior high school in West Sumatra, Indonesia. The students were given different types of treatment: the students from experimental class were given feedback from peers, and those from control class were given feedback from teacher. The study lasted 8 weeks. The data were collected through post-test and semi-structured interview. The post-test was used to obtain students’ writing scores and semi-structure interview to know their perception on the peer feedback. Findings of the study indicated that the students that were given peer feedback had better writing skill than those were given teacher feedback. This study also shows that the students had positive perceptions towards writing. They liked using this strategy because it made writing process become less stressful. However, there were also some students who valued teacher’s feedback more highly than the peer feedback. Those students believed that grammatical accuracy was more possible to be achieved through teacher feedback than through peer feedback because they thought that their peers had inadequate grammar knowledge.

同伴反馈对中国高等教育英语教师培训的影响

同伴反馈对中国高等教育英语教师培训的影响

Using Feedback in Teaching Writing Descriptive Text

This study is to see the improvement of student’s writing skill on descriptive text for seventh grade students of SMP 14 Kota Serang by using peer feedback technique. The subject of this research is the students of seventh grade of SMP 14 Kota Serang which consist of 30 students. This research is applied by a quasi-experimental design and quantitative research method. The instrument used in this research was tests (pre-test and post-test) which is conducted based on the main problems: 1) How is the students writing ability on descriptive text at the seventh grade of SMP 14 Kota serang? 2) How is the effectiveness of peer feedback in teaching writing descriptive text at the seventh grade of SMP 14 Kota serang?. The research finding of the last result showed that “to” from the calculation is higher than t table both at significance level 5% and 1%. Significance 5% t observation= 7.14 and t table= 1.67 or 7.14 >1.67 which its significance 1% t observation=7.14 and t table= 2.39 or 7.14 >2.39. In addition, the result of observations showed that the students more motivated in learning English, especially for writing subject. Based on the result above, it can be concluded that peer feedback can be used in teaching writing descriptive text. The result of this research shows that the students’ writing on descriptive text who use peer feedback achieve better performance than those who do not use it.