Peer Feedback Research Articles

Enhancing Writing Skills with Social Media-Based Corrective Feedback

This study investigates the effectiveness of utilizing corrective feedback delivered through social media networks to enhance the writing skills of students at Andijan State Institute of Foreign Languages. Adopting a mixed-methods approach, the research explores the integration of platforms such as Facebook to facilitate peer feedback, track student progress, and provide personalized learning experiences tailored to individual needs. The study involved a controlled experiment where participants were divided into an experimental group receiving online feedback and a control group receiving traditional feedback. The findings reveal that corrective feedback provided through social media significantly improves writing accuracy, fluency, and complexity. Students in the experimental group demonstrated marked improvements in sentence structure, grammar, vocabulary, and content organization compared to those in the control group. Moreover, the study highlights the potential of social media as an engaging and collaborative tool that motivates students and supports continuous learning outside the traditional classroom setting. These results underscore the importance of incorporating technology into language instruction, suggesting that social media networks can serve as an effective medium for enhancing the writing skills of learners in both formal and informal educational environments. The implications of this study are significant for educators seeking innovative methods to support student development and improve writing proficiency in the digital age.

The Effects and EFL College Students’ Perceptions on Online-based Teacher Feedback, Peer Feedback, and Self-feedback in Writing Classes: Focusing on Comparison of Level-differentiated Learners

The Effects and EFL College Students’ Perceptions on Online-based Teacher Feedback, Peer Feedback, and Self-feedback in Writing Classes: Focusing on Comparison of Level-differentiated Learners

Peer Feedback’s Impact on the Writing Self-Efficacy of International Graduate Students

Peer Feedback’s Impact on the Writing Self-Efficacy of International Graduate Students

Profiling EFL writing teachers’ feedback provision practices and activity uses in Saudi universities

Understanding the realities of feedback practices and activity uses in writing classrooms is key to optimizing them. This study attempted to profile Saudi university English writing teachers’ uses of feedback delivery modes, error correction strategies, and learner-centered feedback activities. The study drew upon the qualitative approach by using an open-ended questions to explore and gain an in-depth understanding of teachers’ feedback provision practices and activity uses. Open-end questionnaire responses were collected from 74 English writing teachers working at eight Saudi universities. The results revealed that handwritten and oral feedback modes are more dominant in the teachers’ practices than electronic and audio-recorded modes. Additionally, a relatively larger number of the teachers reported using direct and comprehensive error correction strategies more than indirect and selective ones. A considerable number of the teachers were found to use combinations of feedback modes, direct-indirect and comprehensive-selective error correction forms. With regard to their use of learner-centered feedback activities, a larger number of the teachers reported making use of peer feedback in their classes but neglecting student self-evaluation and automated writing evaluation activities. The paper discusses the implications pertinent to improving feedback provision practices and activity uses in the Saudi university context.

Nurse-led dysphagia screening in the intensive care unit – An implementation study

BackgroundPostextubation is common in the intensive care unit, and bedside screening by nurses is important to detect the condition and avoid aspiration to the airways. ObjectiveThe objective of this study was to assess the implementation of nurse-led, systematic dysphagia screening in the intensive care unit and to identify barriers and facilitators for dysphagia screening. MethodsDesign: pragmatic implementation study. Based on a programme theory, key behaviours were identified using the Behaviour Change Wheel framework. Implementation activities included education, e-learning, bedside peer support, feedback, and cues in the environment. Data sources included chart reviews, participant logs, implementation log and focus-group interviews. ResultsParticipant logs showed 94% of nurses participated in educational sessions, less in e-learning (67%). Chart reviews showed very little use of nurse-led dysphagia screening. Only 19% of extubated patients followed screening protocol. Focus groups showed that nurses accepted the Yale Swallow Protocol as valid that new skills and understandings led to empowerment of nurses and aided decision making. Important barriers were keeping patients nil-per-mouth for intubation, lack of social support from other professionals, and difficulties with documentation. Facilitators were social support from colleagues. ConclusionImplementation of nurse-led screening in intensive care was possible but challenged by external factors. Attention should be given to alterations of the screening protocol to avoid alteration of the instrument and easy documentation. Implementation of nurse-led dysphagia screening in intensive care may facilitate safe oral intake in patients and identify patients in need of specialised assessment. Implementation should aim to provide nurses with competences in screening patients swallowing function and allow contextualisation without altering the properties of the instrument.

The impact of an online doctoral writing group

Abstract Challenges with writing have been identified as a key factor in the timely completion of PhD programs. Doctoral writing groups, where students provide peer feedback on drafts, are increasingly being implemented as a potential solution to support and develop student writing. This paper presents an exploration of the impact of an online doctoral writing group program at a large Australian university. The group supports students in writing a research article for publication in an academic journal and includes both facilitator-led instruction and peer feedback. We explored the group’s impact on the participants’ writing ability, feedback literacy, and general well-being. Data were drawn from two doctoral writing groups and derived from several sources: session transcripts, focus groups, anonymous surveys, student drafts, and published samples of students’ academic journal articles. We found that instruction was key to demystifying the writing process and developing feedback literacy. Furthermore, the online delivery mode provided access to support for cohorts traditionally excluded from these opportunities, as well as a safe space that fostered a sense of well-being. This approach suggests a sustainable and effective model for implementation in graduate programs.

Orchestrating Teacher, Peer, and Self-Feedback to Enhance Learners’ Cognitive, Behavioral, and Emotional Engagement and Public Speaking Competence

Previous research on providing feedback on public speaking has investigated the effectiveness of feedback sources, namely teacher feedback, peer feedback, and self-feedback, in enhancing public speaking competence, predominantly individually. However, how these sources of feedback can be collectively harnessed to optimize learner engagement and public speaking performance still warrants further investigation. Adopting a pre- and post-test quasi-experimental design, this study randomly assigned four classes to four feedback conditions: Group 1 received teacher feedback, Group 2 self-feedback and teacher feedback, Group 3 peer and teacher feedback, and Group 4 feedback from all three sources. Both student engagement, measured using the Public Speaking Feedback Engagement Scale (PSFES), and their public speaking performance ratings, assessed using the Public Speaking Competency Instrument (PSCI), were validated using Rasch analysis. The inferential statistics revealed that Group 3 showed significant improvements across nearly all three dimensions of engagement, whereas Group 2 experienced significant declines in all dimensions of engagement except behavioral engagement. Group 3 demonstrated significantly greater engagement gain compared to Groups 2 and 4, indicating the synergistic effect of peer and teacher feedback in contrast to the limited impact of self-feedback. Additionally, all groups demonstrated significant improvements except for Group 2, which showed significantly lower improvement compared to Group 4. The following correlation analysis identified a significant correlation between the gain of students’ behavioral engagement and the gain of public speaking performance, whereas such association was absent between cognitive or emotional engagement and public speaking competence. This study suggests that peer feedback should be preceded by group discussion and supplemented with teacher feedback in classes for enhancing the teacher–student dialog, while self-feedback should be conducted after class to improve student engagement and public speaking performance.

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.

Rethinking assessment strategies to improve authentic representations of learning: using blogs as a creative assessment alternative to develop professional skills

This research explores using blogs as an innovative assessment tool to enhance authentic learning and professional skill development in students. Unlike traditional methods, blogs foster active knowledge building and peer interaction, making learning more engaging and aligned with industry contexts. The study involved third-year planning students, in the course Governance and Planning, and utilised questionnaires, focus groups, and blog post analyses. Results indicated that blogs promoted reflective practice, facilitated peer review, and improved learning efficiencies. Despite some initial resistance and concerns about academic rigor, students found that blogging enhanced their understanding of course content and professional practices. Teacher support and peer feedback played a crucial role in this process. The literature supports blogs’ effectiveness in motivating students and aligning learning activities with real-world applications. However, assumptions about students’ familiarity with blogging were challenged, highlighting the need for thorough induction and support. Overall, blog-based assessments proved beneficial in creating authentic learning experiences and preparing students for their future careers. Future research should consider long-term studies on graduate outcomes and further explore peer review mechanisms.

Student teachers’ reactions to formative teacher and peer feedback

ABSTRACT Research on students’ perceptions of feedback in higher education has largely focused on students’ general preferences, with little insight into the kind of feedback that students experience. Against this backdrop, the current study investigates students’ reactions to a specific intervention which aimed, using research-informed strategies, to promote teacher and peer formative feedback with two groups of students at a teacher education institution in Norway. The qualitative analysis of 188 written reflections revealed that the students were overwhelmingly positive towards teacher feedback. Peer feedback was valued, though less favourably, suggesting that the role of peer feedback in higher education may need to be reconceptualised to recognise its strengths and acknowledge its limits. Opportunities to engage in feedback dialogue with their instructors were not exploited by the students, leading to the conclusion that such processes may need to be more formally structured and initiated by course instructors.

Triadic oral peer feedback: Does EFL learners’ L2 proficiency pairing play a role?

Triadic oral peer feedback: Does EFL learners’ L2 proficiency pairing play a role?

Collaborative inquiry in action: a case study of lesson study for intercultural education

The evolving nature of intercultural education necessitates a shift from static to reflective pedagogies among teachers. This case study investigates the efficacy of a collaborative lesson study (LS) approach in enhancing Chinese university instructors' proficiency in participatory, non-essentialist intercultural teaching. Six English as a Foreign Language instructors at a Chinese university engaged in three iterative LS cycles over one month, integrating new intercultural communication materials into their classes. Data were collected through lesson documents, observations, discussions, and interviews. The immersive LS process significantly expanded instructors' understanding of key intercultural communication concepts, encouraged the adoption of more student-centered methodologies, and prompted critical reflection on prior cultural assumptions. The collaborative engagement facilitated a deeper theoretical grasp and practical application of non-essentialist principles. Challenges included time constraints due to teaching workloads, discomfort in peer feedback exchange, and a broader lack of coordinated intercultural teacher training. Despite these challenges, this study underscores the potential of LS as a robust model for advancing intercultural teaching capacity through collaborative inquiry. It hints at the promise of LS in bridging the theory–practice divide in intercultural education, paving the way for more nuanced, non-essentialist instruction.

Simulation psychological safety ecosystem: using constructivist grounded theory to explore nurses’ experiences with prelicensure simulation

Introduction Learning through simulation requires psychological safety where participants feel comfortable engaging to their fullest extent, speaking up or asking questions without fear of embarrassment. While professional simulation organizations provide recommendations on fostering psychological safety, anecdotal stories from newly graduated nurses demonstrated variability in their experiences. The study explored nurses’ experience with psychological safety in their prelicensure curricula. Methods Using constructivist grounded theory methodology, the researchers conducted 17 semi-structured interviews with nurses who had experienced simulation in their prelicensure curriculum. They collected and analysed data iteratively using constant comparison to identify categories and explore their relationships. They used theoretical sampling in later stages until data sufficiency was achieved. Results The constructed theory, Simulation Psychological Safety Ecosystem, expresses the variability of nurses’ experiences. Psychological safety is a dynamic, complex process with a spectrum of outcomes from feeling psychologically safe to suffering psychological harm. Factors that influence this outcome include clarification of Expectations, Facilitation from the instructor during scenarios, experience with Observation, and structure and quality of Debriefing/Feedback. Psychological safety is also influenced by nurses’ existing relationships with faculty and peers, and their desire to achieve meaningful clinical learning. Discussion Implications for nursing education reinforce clarifying expectations for equipment and roles, instructor presence, and observation. The findings suggest the benefits of establishing peer and faculty relationships prior to simulation-based education implementation and providing guidelines for faculty and peer feedback. Potential areas for future research include clarifying the ecosystem model and exploring the impact of faculty and peer relationships on psychological safety.

Unveiling the efficacy of ChatGPT in evaluating critical thinking skills through peer feedback analysis: Leveraging existing classification criteria

This study investigates the potential of using ChatGPT, a large language model, to assess students' critical thinking in online peer feedback. With the rapid development of technology, big language models, such as ChatGPT, have made significant progress in natural language processing in recent years and have good potential for application in teaching evaluation and feedback. However, can generative AI help educational practitioners in teaching and learning? How to accurately assess students' critical thinking using generative AI remains a challenging task. This study investigates whether ChatGPT can effectively evaluate critical thinking using established coding systems. By comparing the consistency and accuracy of manual coding with ChatGPT coding in online peer feedback texts, it clarifies how ChatGPT processes online peer feedback data and conducts assessments. Through a comprehensive analysis employing various metrics including precision, recall, F1 score, and a confusion matrix, we assess ChatGPT's performance. Additionally, we group students and analyze how ChatGPT's assessments relate to their critical thinking levels. Our findings suggest that the ChatGPT demonstrated some ability to assess higher dimensions of critical thinking, but showed limitations in assessing the more granular secondary dimensions under the higher dimensions of critical thinking. However for this kind of granular assessment will more accurately capture the level of learning critical thinking. Surprisingly, ChatGPT's evaluations are not influenced by students' critical thinking levels. This study underscores ChatGPT's potential in automating critical thinking assessment at scale, alleviating the burden on educators and enhancing understanding of critical thinking in peer feedback.

Using expansive learning to design and implement video-annotated peer feedback in an undergraduate general education module

AbstractExisting studies have measured the effect of video-based feedback on student performance or satisfaction. Other issues are underacknowledged or merit further investigation. These include sociocultural aspects which may shape the design and implementation of video-based feedback, the ways students use technology to engage in feedback, and the processes through technology may transform learning. This study investigates the design and implementation of a video-annotated peer feedback activity to develop students’ presentation skills and knowledge of climate science. It explores how their use of a video annotation tool re-mediated established feedback practices and how the systematic analysis of contradictions in emerging practices informed the subsequent redesign and reimplementation of the approach. Employing a formative intervention design, the researchers intervened in the activity system of a first-year undergraduate education module to facilitate two cycles of expansive learning with an instructor and two groups of Hong Kong Chinese students (n = 97, n = 94) across two semesters. Instructor interviews, student surveys, and video annotation and system data were analysed using Activity Theory-derived criteria to highlight contradictions in each system and suggest how these could be overcome. The findings highlight the critical importance of active instructor facilitation; building student motivation by embedding social-affective support and positioning peer feedback as an integrated, formative process; and supporting students’ use of appropriate cognitive scaffolding to encourage their interactive, efficient use of the annotation tool. Conclusions: In a field dominated by experimental and quasi-experimental studies, this study reveals how an Activity Theory-derived research design and framework can be used to systemically analyse cycles of design and implementation of video-annotated peer feedback. It also suggests how the new activity system might be consolidated and generalised.

A Study on the Correlation between English Majors’ Critical Thinking Disposition and Performance Outcomes in Peer Review of Translation

This study took 61 English Majors MA as the research participants. Questionnaire data, students’ translation drafts, peer feedback and peer scoring were analyzed to reveal the level of students’ critical thinking disposition (CTD) and the correlation between their CTD and their performance outcomes in respect of peer feedback quality and peer scoring accuracy. The results show that English majors have a positive medium level CTD. There is a moderate positive correlation between analyticity and peer feedback quality, and a low positive correlation between inquisitiveness and peer feedback quality. A low positive correlation is also detected between truth-seeking and peer feedback quality. In addition, a moderate negative correlation is found between analyticity and peer scoring accuracy. A low negative correlation is detected between cognitive maturity and peer scoring accuracy, and there is a low negative correlation between self-confidence and peer scoring accuracy. In view of this, this study suggests that in future peer review practices, special instructions are required for the dimensions of CTD, in the hope of promoting the efficacy of peer review in learning.

A proposed methodology for investigating student-chatbot interaction patterns in giving peer feedback

A proposed methodology for investigating student-chatbot interaction patterns in giving peer feedback

Challenges and Opportunities of Using Lesson Study in English Language Teaching Among Ecuadorian EFL Teachers

This paper explores the challenges and opportunities of implementing the lesson study model in English language teaching in four schools in Southern Ecuador for four months. Using an action research design through interviews, observations, and journals with a thematic analysis, the researchers were able to identify challenges of limited capacity of reflection and recognition of the activities that required improvement after English classes; limited capacity to provide truthful peer feedback; teachers’ incorrect notions about their performance in their classes; difficulties in following a collaborative lesson plan; and disconnection between class activities and the class content. The opportunities identified were teachers’ predisposition to collaborate; disposition to attend professional development courses; commitment to work extra hours in planning meetings; openness and desire to be observed in their classes; and willingness to share class materials and knowledge. The authors found a disconnect between teachers’ understanding of English language teaching and its proper application in class (from theory to practice). Also, rigid institutional teaching concepts, such as excessive institutional paperwork and activities not connected to developing students’ competencies, do not allow teaching innovations.

Do learners learn from corrective peer feedback? Insights from students

Understanding what students do with the feedback they receive is paramount in the influence of feedback on the learning experience. Likewise, while research recommends peer feedback in classroom settings, understanding what students do with corrective peer feedback is instrumental in studying the impact of peer feedback on students learning. This study explored this understudied aspect of peer feedback through mixed-method research. One hundred fifty participants administered with peer feedback were recruited from 5 universities. After collecting data through questionnaires and interviews, it was analyzed. Results indicate that while corrective peer feedback is overly perceived as effective, students perceive it as an unfair and improper assessment model. Other novel findings were used to make pedagogical conclusions on this topic.

Comparing peer, ChatGPT, and teacher corrective feedback in EFL writing: Students' perceptions and preferences

Comparing peer, ChatGPT, and teacher corrective feedback in EFL writing: Students' perceptions and preferences