Use Of Peer Feedback Research Articles

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.

The Use of Peer Feedback in Teaching Writing Procedure Text at High School

The Use of Peer Feedback in Teaching Writing Procedure Text at High School

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.

Can peer feedback substitute for faculty feedback in predoctoral dental education?

The ability to give and receive feedback is a key skill to develop during predoctoral dental education, and the use of peer feedback specifically offers distinct benefits including a different understanding of material due to peers' proximity of knowledge development and assisting with overburdened instructors. However, it is unclear if peer feedback offers similar quality to instructor feedback. Dental students in two different graduation years provided quantitative and qualitative peer feedback on a case-based oral and maxillofacial pathology simulation. The data from these exercises were aggregated and analyzed to compare the quality of qualitative feedback to course examination scores. Student perceptions of peer feedback were also recorded. The mean quality of feedback was not correlated with course examination scores, though the number of times students gave high-quality feedback and received high-quality feedback was correlated with course examination scores. Student feedback overall had a lower quality than instructor feedback, though there was no significant difference between instructor feedback quality and the maximum student feedback quality received. Student perceptions of the utility of feedback were positive. While instructor feedback is more reliable and consistent, our findings suggest that in most instances, at least one peer in moderate-sized groups is able to approximate the quality of instructor feedback on case-based assignments.

Peer Feedback in Developing Writing in Tertiary EFL/ESL Education:

English language teachers and practitioners always look for effective methods to understand the strengths and weaknesses of students’ writing. One of the effective methods is collecting the comments of students through the process of peer feedback, which can provide critical views and constructive suggestions about the strengths students have and challenges they experience in their writing classes. Peer feedback has gathered growing interest among tertiary ELT practitioners and researchers over the last few decades. In this paper, peer-reviewed research articles published mainly in the last three decades have been studied critically with a view to exploring the benefits and challenges of the use of peer feedback in the tertiary EFL/ESL writing classroom. In order to have a clear picture of the benefits and challenges of the use of peer feedback in the tertiary EFL/ESL writing classroom, the results and implications of relevant scientific studies have been presented categorically. This study offers the concerned stakeholders valuable insights into the impacts of peer feedback on developing tertiary EFL/ESL students’ writing abilities. Towards the end, some recommendations for further research have also been offered.

Understanding EFL students’ feedback literacy development in academic writing: A longitudinal case study

Although many studies have elaborated the nature and importance of feedback literacy, a longitudinal approach to delving into the development of EFL students’ feedback literacy is scarce. Informed by an evidence-based framework of feedback literacy improvement in the context of academic writing (Yu & Liu, 2021), the study explored the development of feedback literacy of three first-year students who studied English as a Foreign Language (EFL) in understanding, evaluating, reflecting on, and using peer feedback and their emotional responses during a semester-long online writing program. By analyzing students’ voiced peer feedback, written drafts, immediate reflections after peer feedback, monthly reflection journals, end-of-term stimulated recalls and interviews, we found positive changes in their cognitive, behavioral, and emotional capacities in response to peer feedback, and increasing improvement in students’ assessment criteria knowledge through self-reflections after peer feedback, incorporation of peer feedback and reflections into revision. However, students did not develop at the same pace due to personal factors. Variations in students’ reflections and proactive actions were found in relation to the development of feedback literacy evidenced in their revision improvement. Implications for pedagogical facilitation of peer feedback literacy and use of peer feedback in revision in academic writing are discussed.

Beyond “Great Job”–Providing Peer Feedback in College Classrooms

This study describes how faculty instituted a peer-feedback structure for university students to give and receive feedback on a series of lesson plans as part of a case study based on assessment data. Three main questions related to the quality of peer feedback, students’ perceptions of the value of peer feedback received, and the degree to which peer feedback impacted revisions to students’ lesson plans were explored. Overall, students reported a positive perception of providing and receiving peer feedback, and indicated they used the feedback they received in a variety of ways. The degree to which students used the feedback they received to make adjustments to their lesson plans varied based on the quality and timeliness of feedback. Recommendations for future practice in the use of peer feedback are provided.

Using the Progressive Design Method in higher education: An analysis of cohesion, collaboration and inclusion dimensions

Many cognitive benefits for learning have been highlighted in the literature, due to peer feedback, but the relational aspects of this way of working, when it is implemented with groups of students, have been little investigated. This study aims to analyze some relational aspects of the use of peer feedback in the university context, considering in particular how the cohesion in the network of exchanges, the level of collaboration and inclusion of students, change during an activity carried out with a method based on peer feedback called Progressive Design Method. Eighteen undergraduate students participated in the study and worked in teams to develop projects in successive phases, each of which involved peer feedback in an online environment, Knowledge Forum. The results showed an increase in the values of the three dimensions (cohesion, collaboration and inclusion) in the first phases of work and a decrease in the last phase. The implications of the study focus on the possibility of creating collaborative learning environments in universities based on this method of work.

‘A Different Voice’ in Peer Feedback: Gender Specificity in Students’ Willingness to Provide Peer Feedback

In the context of the efforts to reach equity in the classroom, peer feedback (PFB) is used, among other participative learning methods, as it is considered to minimize gender differences. Yet, recent studies have reported gender discrepancies in students’ willingness to provide feedback to their peers. Building on Gilligan’s theory of moral development, we tried to refine the source of this difference. We conducted a semi-experimental study during which education students of both genders performing a PFB activity in a face-to-face course were asked to fill out a questionnaire. This allowed us to estimate the link between, on the one hand, the comfort in providing PFB and the willingness to provide PFB, and on the other hand, personal characteristics like self-esteem, self-efficacy, and empathic concern, and intellectual characteristics like self-efficacy in the learned discipline and the proficiency to write and understand feedback. The linear regression analysis of 57 students’ answers to the questionnaire did not reveal gender differences in comfort in providing PFB and willingness to do so, but showed that the comfort in providing PFB was linked to cognitive proficiency in students of both genders, whereas the willingness to provide PFB was independent of any other variables in men and linked to self-esteem, empathic concern, and comfort in providing feedback in women. This result indicates a differential sensitivity to social factors in male and female students, aligning with Gilligan’s model of women’s ‘ethics of care’. Possible applications in education would be the use of PFB to train women in self-esteem or, inversely, the improvement of psychological safety in PFB exercises in groups including female students.

The Effects of Using Peer Feedback through Padlet on EFL Students’ Email Writing and Their Learning Motivation

Peer feedback has been ubiquitous in language learning, especially in writing skills. With the integration of technology in English education, peer feedback through digital tools can be a replacement for traditional classroom activities. This study investigated the effects of using peer feedback through Padlet on the email writing of EFL students and their learning motivation. Two groups of participants were recruited: 32 control non-English majors and 34 experimental ones in a university in the Mekong Delta, Vietnam. Their English proficiency was homogeneous at the pre-intermediate level. Throughout six sessions of instruction, the experimental group practiced writing and giving peer feedback on the Padlet platform while the control group learned conventionally. Data were obtained through pretest and posttest; besides, semi-structured interviews were employed to gather information on students’ learning motivation. The results indicated that the use of peer feedback on Padlet was a great technique that could be applied to enhance EFL students’ email writing. Furthermore, students’ motivation in writing was also increased due to the integration of Padlet.

The Use of Peer Feedback as the Social Affective Strategy to Improve Skills in Writing Analytical Exposition Text

Difficulties in writing are often encountered by some people in learning English as a foreign language. The difficulties and problems in writing can be overcome by implementing peer feedback as the learning strategy. This study aims to describe the perceptions and challenges in applying peer feedback as a social affective strategy in writing analytical exposition text. The method used in this research was a qualitative descriptive. In addition, the data of this research were gathered from open-ended questionnaire and interview. Furthermore, the research involved 15 students in the eleventh grade at SMA Widya Gama Malang. The findings showed that most of them agreed that implementing peer feedback in writing analytical exposition text could improve their writing skills and provide several benefits for them such as becoming more confident and open-minded and improve their critical thinking. Despite the benefits, the strategy also had some disadvantages and challenges related to the implementation of peer feedback but they still found improvement in their writing skills. Hence, this research concluded that it is recommended that peer feedback should be implemented to improve writing skills with some considerations.

Peer Feedback to Stimulate Students’ Writing Process: A Case Study At a Vocational School in Ciamis

In the process of writing, the teacher always provides feedback to students even though it usually takes to do so. Thus, this study was designed to elaborate the use of peer feedback, the type of peer feedback, and students' perceptions of peer feedback to be compared with previous related research. The research site was at a Vocational High School in Ciamis. The data were gathered from observations and documents of students' writing. Then, the questionnaires were handed to 10 students who practice peer feedback in the writing class. The results showed that students used two types of feedback. They were direct feedback and indirect feedback. Furthermore, students' perceptions of peer feedback received a positive response and the most of students agreed that the implementation of peer feedback was more beneficial and it helped them improving their writing.

Discourse Analysis of ESL Undergraduate Students’ Patterns of Interaction in an Online Peer Feedback Environment to Develop Writing Performance

Academic writing is challenging for English as a Second Language (ESL) undergraduate students. One of the teaching strategies that language instructors use in teaching academic writing is by using peer feedback. However, in the ESL setting, many research has indicated mixed findings on the use of peer feedback. To contribute to the discussion, this qualitative study investigated the patterns of interaction between ESL students in an online peer feedback environment. The data were collected from six ESL undergraduate students through discourse analysis of their online peer feedback written interaction and content analysis of their essays. The findings revealed that two patterns of interaction emerged which include the expert/novice and dominant/passive pattern. However, there were none to small improvements among the students in terms of their writing performance. Although one of the patterns is collaborative (i.e., expert/novice), the quality and quantity of their feedback were lacking thus resulting in lower revisions and improvements made. The study recommends further research on the quality and quantity of peer feedback to understand better the role of online peer feedback in ESL students’ academic writing.

The use of peer feedback via Instagram in Blended learning to improve students' Recount text writing

Writing is one of language skills which is considered as a complicated skill to be mastered because it requires variety of abilities such as generating ideas, determining purposes, developing arguments, organizing and managing the text effectively, and revising draft. Due to that matter, this research proposed instagram as one of the effective tools used in blended learning to improve student’s writing. The aims of this study are to investigate whether there is any difference in student’s writing achievement after the students are taught by using Peer feedback via instagram , to find out which aspect of writing that improves the most after being taught by using Peer feedback via instagram and to find out what aspect of writing that students correct the most. This research used the one-group pretest-posttest design that involved 30 students of X IPS 4 class at MAN 1 Bandar Lampung in the 2019/2020 academic year. The writing tests were also used as the instruments to collect the data. The data obtained were analyzed by using paired sample t-test in which the significance level was determined by sign <0.05. With regard to the data analysis, the use of instagram can improve the Student’s writing achievement in all aspects of writing: content, organization, vocabulary, language use and mechanics. It is also found that content was the aspect of writing which improved the most. However, the aspect that the students corrected the most was language use.

EFL students’ voices on digital peer feedback

Education and technology have been tailed by some conditions. Some parts in education are technologized including peer feedback activity, but the use of peer feedback combined with e-learning needs to be reviewed in terms of its practical use. The affordance of technology has enabled peer feedback to take place online. Despite the potential benefits that online peer feedback may offer, there is a lack of studies on the topic. Therefore, this paper aims to explore students’ perspectives on the benefits of online peer feedback. This research was done qualitatively. Interview to six students of English Language Education Department was conducted to gain the data. The academic year 2018/2019. In selecting the participants, purposive sampling was applied. The finding of this study revealed that the use of technology particularly in giving peer feedback brought some benefits e.g., increasing students’ autonomy and reviving student’s critical thinking. Besides, the cons of this phenomenon were that students felt the activity ruined their energy to stay focused in front of the screen to give others a review. Some suggestions in the last part of this paper also appeared as the researchers respond to this phenomenon.

The Impact of Student-Centered Learning through Use of Peer Feedback in the Dance Technique Classroom

ABSTRACT This study compares two methods of teaching a dance technique class to determine which yields a greater increase in high school students’ technical skills. The historic, widely accepted method of teaching a dance technique class is through direct, teacher-centered instruction. However, current research, largely on undergraduate college students, suggests that student-centered instruction may be more effective. In this experimental study a group of high school students (n = 23) received standard, direct instruction, while the intervention group (n = 24) received student-centered instruction. All students took pre- and post-performance assessments and were scored on a skill rubric. Analysis of these assessment scores indicated a statistically significant increase in students’ technical abilities in both the direct instruction group and the intervention group, however, the experimental group was not found to be more successful than the control group. The results of this study found that future research on this topic should include teaching students how to give and receive feedback before entering a student-centered curriculum structure.

PEER FEEDBACK ON WRITING SKILLS: PERCEPTIONS OF PAKISTANI ESL POSTGRADUATE STUDENTS

Peer feedback is considered a reliable method in developing the learner's English language writing skills (Falchikov, 2005; Goldfinch, 2000; Moshontz, & Cooper, 2017; Sanchez, Atkinson, Koenka). It provides a collaborative learning environment, fosters learners’ autonomy and reduces anxiety among students (Phillipson, 2007; Richards& Schmidt, 2010; Stubb, 2013). Nevertheless, the use of peer feedback to improve ESL learners’ writing skills is a multifaceted process and needs pre feedback assistaance. The efficacy of peer feedback depends on a range of factors such as the learning setting, the learner, and the assessment procedure itself (Ossenberg, Henderson, & Mitchell, 2018). Various studies have suggested positive perceptions of peer feedback (Rotsaert, Panadero & Schellens, 2018; Vanderhoven, Raes, Montrieux, Rotsaert & Schellens, 2015). This study aimed to take the perceptions of Pakistani Postgraduate ESL learners’ about peer feedback on their writing skills. Before data collection, four formal feedback training sessions were conducted. This involved the participants who received peer feedback on their writings in the class. Data for this study were collected from fourteen Pakistani postgraduate level ESL students through two semi-structured focus group interviews. Before data collection, tool validation was obtained through self and expert validity procedures. The interviews were recorded and transcribed. The transcriptions were shared with the participants before data analysis. Thematic analysis of the collected data was carried out to teach the findings. The findings suggested that collaborative learning environment and peer feedback develop a sense of responsibility, learners’ autonomy, critical and analytical skills in students. The analysis of peer feedback further revealed students’ biases, non-serious attitude and lack of peer feedback skills among the learners.

INVESTIGATING ENGLISH STUDENTS IN WRITING RECOUNT TEXT USING PEER FEEDBACK THROUGH WEBLOG

This study aims to discover the response of English studentsin writing activity using peer feedback method through Google Classroomm in Singaperbangsa Karawang University. This study conducted with descriptive qualitative design to analyze students’ skill in writing activity especially writing recount text. The participants of this study are English students from four grades in Singaperbangsa Karawang University who had applied peer feedback and used Google Classroom in their writing class. In collecting the data, the researcher conducted an interview based on her interview guidelines and documentation to confirm the data. Using peer feedback through Google Classroom in writing activity has many benefits. The study found that the use of peer feedback through Google Classroom gives a positive impact for the students. It has improved their writing skills and increased their motivation to write more and better.

Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes

AbstractThis study compared the effects of support for peer feedback, peer feedforward and their combination on students’ peer learning processes, argumentative essay quality and domain‐specific learning. Participants were 86 BSc students who were randomly divided over 43 dyads. These dyads, in a two‐factorial experimental design, were assigned to four conditions including: peer feedback (n = 22), peer feedforward (n = 22), mixed (n = 20) and control group (n = 22) conditions. An online peer feedback environment named EduTech was designed which allowed us to implement various types of support in the form of question prompts. In this online environment, students were asked to write an argumentative essay on a controversial topic, to engage in peer learning processes and to revise their essay. Overall, the results showed that students in the three experimental conditions (peer feedback, peer feedforward and their combination) benefited more than students in the control group condition (without any support) in term of peer learning processes, argumentative essay quality and domain‐specific learning. However, there was no significant difference among the three experimental conditions. This implies that peer feedforward can be as important as peer feedback in collaborative learning environments which is often neglected both in theory and practice. Practitioner NotesWhat is already known about this topic? Writing argumentative essays is a common practice for higher education students in various disciplines which deal with controversial issues. Writing argumentative essay requires solid argumentation strategies which makes it a challenging task for higher education students. Additional instructional support is needed to help students write high‐quality argumentative essays. What this paper adds? Peer learning is a promising instructional strategy for improving students’ argumentative essay writing and learning. Online support in the form of question prompts to guide students during peer learning can improve their argumentative essay writing and learning. Next to the peer feedback, peer feedforward is also a promising instructional approach to support students’ argumentative essay writing and learning. Implications for practice and/or policy Given the positive effects of peer learning processes, the use of peer feedback and peer feedforward should be given more attention by teachers to support students write high‐quality argumentative essays for controversial issues. Teachers and educational designers should not only provide opportunities for students to engage in peer feedback processes (how I am doing?) but also in peer feedforward processes (where to next?).

‘I Am Proud of Myself'

This paper reports on a detailed thematic analysis of learners' evaluative comments at the end of a five-week academic writing MOOC run by a university in the UK which used a novel content+process MOOC approach. The authors wanted to identify whether this innovative approach to a MOOC course worked in terms of student satisfaction and achievement in mastering both the content and process of critically-based academic writing in second language (L2) English. The MOOC use of peer feedback, and limited availability of detailed expert feedback from educators and mentors, were the primary sources of negative evaluation. However, in general, they found an overwhelming delight in taking the course, demonstrating a clear sense of pride, achievement, and satisfaction of mastering an unfamiliar and difficult skill that many saw as crucial to their future life plans.