Peer Correction Research Articles

Teachers and students’ perspectives of oral corrective feedback in non-English major classes in Nguyen Tat Thanh University

Oral corrective feedback plays an important role in EFL classes because it contributes to the development of speaking skills among language learners. However, many studies have shown that the teachers’ and the students’ perspectives in giving oral corrective feedback have been undertaken in the Vietnamese context in general and in non-English major classes in Nguyen Tat Thanh University in particular. Therefore, the objective of this study is to investigate the relationship between teachers and students’ perspectives on the contribution and sources of oral corrective feedback. This study focuses solely on quantitative and qualitative data collected from the questionnaires and interviews, respectively for the investigated phenomena. The data consisted of questionnaires with 102 students and 18 teachers, interviews with 10 students and 5 teachers who completed the questionnaires. The findings show that both teachers and students appreciated the importance of providing and receiving oral corrective feedback in classes. However, regarding the sources of oral corrective feedback, while teachers liked peer correction as well as appreciated the role of self-correction, students lacked their confidence in correcting their mistakes by themselves and they preferred being corrected by teachers.

Exploring the Challenges of L1 Negative Transfer among Vietnamese English Language Learners: A Qualitative Study

The current study aimed to gain insight into the nuanced challenges that Vietnamese learners encountered due to the interference of their native linguistic structures and norms. This qualitative study explored the experiences of Vietnamese learners in acquiring English, focusing on the influence of negative L1 transfer. This study focused on the influence of negative transfer from their first language (L1) by drawing upon in-depth interviews and observational data from a group of Vietnamese university students. The results showed that despite exhibiting high levels of motivation and enthusiasm for learning English, Vietnamese learners struggled with the shadows of L1 interference in areas such as pronunciation, syntax, and idiomatic expressions. The tonal nature of the Vietnamese language led to intonation patterns in English that deviated from native norms. Direct translations also contributed to unidiomatic English, indicating a deep influence of L1 thought patterns. Additionally, cultural contexts embedded within the Vietnamese language presented challenges, as some concepts and expressions lacked direct English equivalents. Although students faced various obstacles, they utilized a variety of adaptive techniques to lessen the impact of negative transfer. These techniques included code-switching, peer correction, and self-reflection. The study emphasized the significance of recognizing and comprehending the significant role of L1 when creating English language educational programs and teaching techniques for Vietnamese students. By illuminating the specific challenges and adaptive strategies of these learners, educators could personalize their approaches, leading to a more comprehensive and efficacious language-learning atmosphere.

Exploring assessment practices of teachers in Advanced Speech courses

In Ethiopia, there is a general public concern that most university students lack communicative competence, and hence they could not communicate effectively in English. There are many contributing factors to this and most of these factors are related either to the curriculum, the teaching-learning process, or the assessment practice. Only a few studies have been conducted on the assessment practice of speaking skills since most researchers have focused on the teaching-learning process. This inquiry was made to look into the practice of assessing the Advanced Speech course. Specifically, it focuses on the assessment methods employed by teachers, the extent of measuring the sub-skills of speaking, and the effectiveness of the feedback given by the teachers. Forty-three students and six teachers were included in the study. Data were collected through in-depth interviews, classroom observation, and document analysis. The findings revealed that not many assessment methods were employed to assess the students. Sixty percent of the assessment of the course was covered by written assignments and a written final exam. Only two individual and group presentations were given as practical assessments. In addition, the assessments did not measure the students’ accuracy, fluency, pronunciation, and vocabulary. In the end, the feedback provided to the students was not effective. Students were not given a chance to correct their own errors, and they were not allowed to practice peer correction, either. This implied that teachers’ assessment practices were not effective to measure the students’ speaking performance in the intended manner and this is one of the factors that minimizes the quality of education.

Peer versus teacher corrections through electronic learning communities and face-to-face classroom interactions and EFL learners’ passion for learning, speaking fluency, and accuracy

This study investigated how different feedback sources, such as teacher and peer correction, affect students learning English as a foreign language (EFL) regarding speaking accuracy, fluency, and academic passion. The effects of online and face-to-face instruction and peer and teacher corrections were investigated in this study using a factorial design. Convenience sampling was used to choose six intact classes from Jinzhong University's Department of Foreign Languages. Academic passion and speaking tests were used before and after the treatment. The data were analyzed using ANOVA tests. The findings showed that peer correction outperformed teacher correction in improving speaking accuracy, fluency, and academic passion.Additionally, peer correction was more beneficial than receiving no correction at all. Furthermore, teacher correction positively influenced speaking accuracy compared to the non-correction group. The findings also demonstrated that feedback mechanisms have a significant overall impact on speaking accuracy and fluency independent of particular training and correction circumstances. The interaction between instruction and correction was not statistically significant. These findings highlight the crucial role that correction mechanisms play in enhancing speaking accuracy and naturalness, which has important ramifications for language teachers and curriculum designers.

Credibility of misinformation source moderates the effectiveness of corrective messages on social media.

To examine how different features of corrective messages moderate individuals' attitudes toward misinformation on social media, a 2 (misinformation source credibility: high vs low) × 2 (corrective message source: algorithmic vs peer correction) × 2 (correction type: factual elaboration vs simple rebuttal) between-subjects experiment was conducted. To reduce perceived credibility and respondents' attitudes toward the misinformation, peer corrections were more effective than algorithmic corrections for misinformation from a source with lower credibility; for misinformation from a highly credible source, the superiority effect of peer corrections was still significant on perceived credibility but not on respondents' attitudes toward the misinformation. For the fact-checking tendency, we did not find a robust effect about how different features of corrective messages interacted. Our findings provide important insights into message design in combatting misinformation on social media.

Translinguagem na educação bilíngue: uma análise das práticas orais nas interações de estudantes do 5° ano

Drawing on Translanguaging theory, which views language as a holistic repertoire, this study examines how students’ translanguaging practices (TP) are manifested and for what purposes. The participants were seven fifth-grade peers in a bilingual school in Brazil (Brazilian Portuguese - English). Their TP were recorded during an oral task based on a wordless, short video stimulus. The data were qualitatively analyzed and coded. Results indicate that TP occurred spontaneously and for specific purposes. The most frequent TP use included gestures, task management, meaning negotiation, lexical creativity, syntactic translanguaging, peer correction, and form negotiation. Findings suggest that translanguaging pedagogy is valuable in bilingual contexts where minority languages are developed because it enables students to communicate freely and critically in a fluid and dynamic environment.

Peer correction of misinformation on social media: (In)civility, success experience and relationship consequences

Misinformation often involves sensitive topics, and individuals may attempt to correct their peers using uncivil tones. We examined the effect of civil versus uncivil corrections on the perceived success of the correction and the reported relationship consequences. We used three-wave panel data consisting of 1513 participants in the first wave, and followed 686 individuals who participated in all three waves. Our results indicate that demographic variables were important predictors of the frequency and tone of correction. Furthermore, individuals reported an equal number of successful and unsuccessful correction experiences. Importantly, we found that more frequent civil correction was associated with a higher likelihood of success, and a successful correction experience was associated with positive relationship outcomes. In contrast, uncivil correction was associated with negative relationship consequences. In addition, individuals with higher appraisal literacy and those correcting close ties were more likely to report successful correction experiences.

The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: a mixed methods investigation.

This study employed an explanatory sequential design to examine the impact of utilizing automatic speech recognition technology (ASR) with peer correction on the improvement of second language (L2) pronunciation and speaking skills among English as a Foreign Language (EFL) learners. The aim was to assess whether this approach could be an effective tool for enhancing L2 pronunciation and speaking abilities in comparison to traditional teacher-led feedback and instruction. A total of 61 intermediate-level Chinese EFL learners were randomly assigned to either a control group (CG) or an experimental group (EG). The CG received conventional teacher-led feedback and instruction, while the EG used ASR technology with peer correction. Data collection involved read-aloud tasks, spontaneous conversations, and IELTS speaking tests to evaluate L2 pronunciation and speaking skills. Additionally, semi-structured interviews were conducted with a subset of the participants to explore their perceptions of the ASR technology and its impact on their language learning experience. The quantitative analysis of the collected data demonstrated that the EG outperformed the CG in all measures of L2 pronunciation, including accentedness and comprehensibility. Furthermore, the EG exhibited significant improvements in global speaking skill compared to the CG. The qualitative analysis of the interviews revealed that the majority of the participants in the EG found the ASR technology to be beneficial in enhancing their L2 pronunciation and speaking abilities. The results of this study suggest that the utilization of ASR technology with peer correction can be a potent approach in enhancing L2 pronunciation and speaking skills among EFL learners. The improved performance of the EG compared to the CG in pronunciation and speaking tasks demonstrates the potential of incorporating ASR technology into language learning environments. Additionally, the positive feedback from the participants in the EG underscores the value of using ASR technology as a supportive tool in language learning classrooms.

New Examination Approach for Real-World Creativity and Problem-Solving Skills in Mathematics

This paper presents a new and innovative examination method designed to foster creativity, problem-solving, and collaboration in mathematics education. Traditional assessment practices often focus on rote memorization and fail to engage students in the exploration of mathematical concepts and connect the content to real-world problems. In contrast, the proposed examination approach requires students to invent and solve their own mathematical tasks based on their personal interests and experiences. By actively engaging with mathematical concepts and relationships, students deepen their understanding while developing essential skills such as communication, self-assessment, and peer feedback. Anonymized peer correction is also introduced as a means of minimizing bias and promoting objectivity and a wider understanding. The study investigates student perceptions of the examination based on their experiences regarding its effects on creativity and problem-solving skills. The findings suggest that the new way of examining may not only enhance students’ mathematical understanding and problem-solving abilities but also foster a collaborative learning environment that encourages communication and peer support. The paper concludes that the adoption of this new method has the potential to transform traditional assessment practices and promote more engaged, creative, and collaborative learning experiences for students in a wide range of subjects.

Peer Correction Technique in Student Descriptive Text Writing

Peer Correction Technique in Student Descriptive Text Writing

The benefits of peer correction in the context of virtual English classes

In this paper, we present a study in which we investigate the benefits of peer correction in the context of English virtual classes. Two teenage students from an English course named Freeenglish were the participants in this qualitative research. They participated in a collaborative methodology of peer correction tasks (ARAÚJO; Author 2, 2015; DILLENBOURGH, 1999; DONATO, 1994) proposed by their teacher. To do so, the participants had to correct each other's written text and share feedback as part of a task during their English virtual classes on the Google Meet platform. As a theoretical foundation, we used the sociocultural theory, collaborative learning and teaching processes and studies about peer correction. The results show that the peer correction methodology proved effective in virtual classroom environments. Students could use different technological resources to exchange information about their texts (files, chatrooms on the Google Meet platform, WhatsApp, mobile phones, etc.), which favored interaction between them. We also demonstrate, through data analysis, that students provided very suitable input to each other during the correction task to make the texts more correct. Besides the relevant correction, participants could also develop a variety of communication skills as they were very engaged in talking about themselves.

Preferences for Oral Corrective Feedback: Are Language Proficiency, First Language, Foreign Language Classroom Anxiety, and Enjoyment Involved?

Background. The effectiveness of oral corrective feedback (OCF) in language learning is influenced by learners' comprehension and response to various OCF techniques. Therefore, it is essential for teachers to consider learners' preferences for OCF strategies.
 Purpose. This quantitative study aimed to investigate the preferences of Thai as a foreign language (TFL) learners for ten commonly discussed types of OCF. Specifically, it examined whether these preferences are influenced by four learner variables: proficiency level, first language (L1), foreign language classroom anxiety (FLCA), and foreign language enjoyment (FLE).
 Methods. The study involved 288 university students from Chinese, Japanese, and Korean TFL settings, and the data from questionnaires were analysed using appropriate statistical methods.
 Results. The findings indicate that, regardless of proficiency level, L1, FLCA, or FLE level, learners prefer more explicit OCF techniques, such as metalinguistics feedback and explicit correction. However, Korean undergraduates scored lower in the majority of OCF strategies (i.e., ignoring, elicitation, recast, explanation, and public feedback) compared to the other participants. The MANOVA analysis revealed significant differences in ignore, peer correction, recast, and private feedback based on proficiency level and L1 background. Although the differences between the FLE and FLCA approaches were not statistically significant, high FLE and FLCA groups tended to prefer more OCF strategies than the low groups.
 Conclusion. This study has significant implications for instructional practices in TFL settings and for L2 lecturers in the classroom. By understanding learners' preferences for OCF, educators can tailor their instructional approaches to meet the specific needs of their students.

SELF AND PEER-CORRECTION TECHNIQUES IN TEACHING WRITING

This quantitative study aimed at finding out the effectiveness of self and peer-correction techniques in teaching writing at the twelfth graders of MAS Muallimin NW Boro Tumbuh in the academic year 2022/2023. The samples of this study were taken through random sampling technique consisting of 25 students. The data were collected from pre-test and post-test. The gained data were analyzed using descriptive statistics and paired sample t-test. This test was administrated to know answer the hypothesis. The result of the study indicated that self and peer-correction technique was significantly effective in teaching writing for the twelfth graders of MAS Muallimin NW Boro Tumbuh in the academic year 2022/2023. This can be seen from the result of the students’ mean score in the pre-test and post-test. In the pre-test, the mean score was 8.07 with the standard deviation 1.809. In the post-test, whereas, the mean score was 9.77 and the standard deviation was 2.221. The result proved that the pre-test was lower than the post-test. In addition, the hypothesis testing showed that the alternative hypothesis was accepted. In a nutshell, the self and peer—correction technique is an advisable technique to apply by the English teacher in their writing class.

Implementing Contextual Teaching and Learning Models in Islamic Religious Education Learning

The purpose of this article was to analyze the planning, implementation, and supporting and inhibiting factors in the implementation of the Contextual Teaching and Learning (CTL) learning model in PAI learning at Bakalan Elementary School, Pasuruan City. This research used descriptive qualitative research. Data collection techniques used in this study were interviews, observation, and documentation. In data analysis, the researcher used a qualitative data analysis approach. Validation of data using triangulation, implication, and peer correction. The substantive findings of the Implementation of Contextual Teaching and Learning (CTL) Learning Models in PAI Learning at Bakalan Elementary School Pasuruan are that: 1) Learning planning carried out by compiling learning tools will be more effective if it starts through the plan to lesson and lesson to plan activities. Lessons to plan activities are used as a reflection of the PAI learning process that has been implemented in class IV. 2) Implementation of the Contextual Teaching and Learning (CTL) Learning Model in PAI Learning at Bakalan State Elementary School Pasuruan includes the Requirements for the Implementation of the Learning Process (which explains learning groups, the minimum workload of PAI teachers, textbooks, classroom management), Implementation of Learning (which explaining the Final Activity), Assessment (explaining attitude assessment, skill assessment, knowledge assessment).

EFL Students’ Attitudes Towards Teacher Correction and Peer Correction in Writing Skills

The purpose of this study was to (1) find out the attitudes of non-English speaking students at Tra Vinh University towards error correction in writing skills, including teacher and peer correction, and (2) discover their perspectives on the benefits and drawbacks of both types of corrective feedback. A questionnaire with 25 items and an interview with two questions about the chosen research topic was used to gather the data for this study. 13 non-English-speaking students with majors in Vietnamese literature and Accounting were the primary participants in this study at Tra Vinh University. The findings indicated that the majority of participants highly appreciated teacher correction. Nevertheless, peer correction was also preferred by some participants. This meant that the participants’ attitudes towards teacher and peer correction varied significantly, which gave a wide range of thorough insights for further studies in this area.

학생상호첨삭이 대학 글쓰기 수업에 미치는 영향 연구

Peer correction between students is a useful teaching method for students who cannot accept the affixation of professors or who do not submit assignments at all due to their strong arguments. This is because it is possible for students who have not submitted their assignments to receive assignments from other students, read and correct them according to the writing evaluation criteria table. Therefore peer correction in the class provides students who have significantly poor writing skills with the opportunity to participate in the class and can be helped with their writing through the experience of reading and evaluating other students’ assignments. Student peer correction of self-introduction statements conducted by the author during the second semester of 2019 and the second semester of 2020 consisted of learner-centered writing class, so that the learner’s class participation and concentration were also improved. Therefore, Student peer correction in university writing education has had a very positive effect.

Students’ Perceptions on Corrections

The study's aim is to find what the students think about corrections. Students from SRM University in Amravati, Guntur District, Andhra Pradesh, took part in the study. 52 engineering students from diverse branches make up the sample size. The participants were given a questionnaire using a four-point Likert scale. The majority of students believe that instructor feedback is insufficient to help them to improve their writing, which is the study's problem statement. The objectives are to help the student write more effectively. Peer correction is the method used in this study. In this study, a Community Language Learning (CLL) approach was used. The results and findings demonstrated that the students' involvement improved both their writing abilities and motivation. The students may improve their involvement in class discussion based on the teaching and learning process by using the Community Language Learning (CLL) method, even though there were occasionally grammatical errors. The students were also comfortable writing in English, but after employing the Community Language Learning (CLL) technique, they gave positive feedback.

Students’ Perceptions on Corrections

The study's aim is to find what the students think about corrections. Students from SRM University in Amravati, Guntur District, Andhra Pradesh, took part in the study. 52 engineering students from diverse branches make up the sample size. The participants were given a questionnaire using a four-point Likert scale. The majority of students believe that instructor feedback is insufficient to help them to improve their writing, which is the study's problem statement. The objectives are to help the student write more effectively. Peer correction is the method used in this study. In this study, a Community Language Learning (CLL) approach was used. The results and findings demonstrated that the students' involvement improved both their writing abilities and motivation. The students may improve their involvement in class discussion based on the teaching and learning process by using the Community Language Learning (CLL) method, even though there were occasionally grammatical errors. The students were also comfortable writing in English, but after employing the Community Language Learning (CLL) technique, they gave positive feedback.

Students’ Perceptions on Corrections

The study's aim is to find what the students think about corrections. Students from SRM University in Amravati, Guntur District, Andhra Pradesh, took part in the study. 52 engineering students from diverse branches make up the sample size. The participants were given a questionnaire using a four-point Likert scale. The majority of students believe that instructor feedback is insufficient to help them to improve their writing, which is the study's problem statement. The objectives are to help the student write more effectively. Peer correction is the method used in this study. In this study, a Community Language Learning (CLL) approach was used. The results and findings demonstrated that the students' involvement improved both their writing abilities and motivation. The students may improve their involvement in class discussion based on the teaching and learning process by using the Community Language Learning (CLL) method, even though there were occasionally grammatical errors. The students were also comfortable writing in English, but after employing the Community Language Learning (CLL) technique, they gave positive feedback.

Using Self-Correction and Peer-Correction Techniques to Improve Students’ Writing Skills: A Comparative Study

This research aimed to examine and compare the effects of using self-correction and peer-correction techniques on improvement of students’ writing skills at Language Development Centre of a state Islamic university in Sumatera. The data were gathered using pre-test, post-test, writing assessment sheet and guidance sheet of self and peer correction techniques. This quantitative research was carried out by using an experimental method. The population consisted of 34 classes, and the samples were taken through cluster random sampling. As a result, 3 classes, consisting of 77 second-semester students, were selected. The research hypotheses were tested by using the Wilcoxon and Mann-Whitney tests. The results showed that, first, there was a significant difference in the students’ writing skills before and after using the self-correction technique. Second, there was a significant difference in students’ writing skills before and after using the peer-correction technique. Third, there was a significant difference in writing skills between the students who were taught using the self-correction technique and those who were taught using the peer-correction technique. The results also showed that the peer-correction technique had a more significant effect size on the scores for the students’ writing skills. Keywords: self-correction technique, peer-correction technique, students’ writing skill