Effectiveness of Teacher and Peer Feedback : Through the Lens of Korean Tertiary Writing Classroom

The present study investigated the learners" perceived impact of peer feedback on their learning after one semester"s practicing it in a content course classroom, with additional interests in the influence of personal characteristics in the shaping of their perception and factors underlying their approaches to peer-feedback activities. Participants were 52 Korean college students majoring in TEFL.A survey was administered at the beginning and the end of the semester in search of any possible change in their perception attributable to the actual practicing of peer feedback activities. An interview was also conducted to see how their perception was shaped. Results indicated that, at the end of the semester, the participants significantly more positively perceived the beneficial impact of peer feedback on various aspects of learning. Students with more exposure to peer feedback activities tended to more favorably appreciate its beneficial impact, especially on learning achievement. The significant difference between the extroverted and the introverted about the impact of peer feedback on learning motivation disappeared at the end of the semester, suggesting peer feedback could benefit learners of any personality type. The desire to keep face emerged as the most salient feature underlying the process where peer feedback benefitted the learners.

Section: Review Of Previous Studiesmentioning

confidence: 99%

Section: Learners' Approach To Peer Feedback: Evidence From Interviewmentioning

confidence: 99%

Impact of Peer Feedback on Learning : A Case of EFL Teacher Trainees

Joh¹

2019

“…This result suggests that teaching conventions would still play a significant role in writing courses. Teachers are responsible for their students' convention ability in writing, so that they should be able to provide any necessary feedback, because students favor and incorporate more of the teacher feedback rather than peer feedback (Park, 2018).…”

Section: Finding and Discussionmentioning

confidence: 99%

Untitled

2020

“…Meanwhile, Zou, Schunn, Wang, and Zhang (2017) observed a rather complicated relationship between the learners' attitudes about PA and the degree of their participation in it, reporting that their doubts about the procedural rationality of peer assessment was negatively associated with their participation while generally positive perception about the PA's benefit did not necessarily result in higher participation. Park (2018) found that Korean EFL college students favored and used more of teacher feedback than peer feedback in their writing, although they recognized the unique strengths of peer feedback. This variation in findings from seemingly comparable research contexts imply that multiple factors could contribute to the shaping of the learners' perception of PA.…”

Section: Learners' Perception Of Pamentioning

confidence: 98%

“…Peer assessment, defined as "an arrangement for classmates to consider the level, value, or worth of the products or outcomes of learning of their equal-status peers (Topping, 2013, p. 395)", has attracted many researchers and educators for the last few decades as a promising form of alternative assessment. Conceived of fairly formative and learner-centered in nature, peer assessment of various forms has frequently been employed in diverse educational settings, particularly often in L2 writing classrooms (e.g., Chong, 2017;Lee, 2015;Nawas, 2020;Park, 2018) but also in many other subject matter courses including teacher education (e.g., Kissau & King, 2015;Patton & Marty-Snyder, 2014;Sahin-Taskin, 2018). Related previous studies have reported its beneficial impact for enhanced learning via deeper understanding of the learning materials, and highlighted its long-term potential, such as boosting learner autonomy, cultivating critical thinking and communication skills, which are highly valuable both in and out of school (Azarnoosh, 2013;Falchikov, 2007;Topping, 2018).…”

Section: Introductionmentioning

confidence: 99%

Implementing Peer Assessment for Optimal Effects : Learners’ Voice

Joh¹

2021

The present study attempted to figure out the optimal conditions for peer assessment to be successful from learners' perspectives. Participants were twenty Korean college students majoring in TEFL, who practiced peer assessment in a content course, completed a pre-, and a post-survey about their perception of peer assessment, and responded to an interview after the semester. Several meaningful themes emerged from their voice in relation to the fundamental elements to be considered in designing and implementing peer assessment. First, working in group to perform the task to be peer-assessed proved to be highly effective in that it could offer much more opportunities to learn from each other first within the group members and then across different groups. Second, face-to-face peer assessment in class was generally preferred over on-line out-of-class, with the immediacy of feedback and other benefits interwoven with it. Third, the more experience of peer assessment in a curriculum and more frequent peer assessing activities in a course was often associated with the learners' perceived learning achievement. Fourth, the teacher's intervention could be a necessary condition to make the benefits of peer assessment greater. Implications for teachers and researchers are stated with limitations of the study.