Effects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation

Schunn, Christian D.; Gai, Xiaowu; Jiang, Ying; Wang, Zhe

doi:10.3389/fpsyg.2021.788474

Cited by 17 publications

(14 citation statements)

References 59 publications

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“…Kelly and Gaytan (2020) reported similar findings that instructor's mediation of perceived immediacy of behaviours and clarity positively influenced students' writing anxiety. The finding concord with previous investigations that reported social persuasion offered by teachers and trained peers' feedback contributed to the development of students' beliefs (Blackmore, 2011;Cui et al, 2021). Besides, Situmorang (2022) reported that participants' confidence increased due to verbal persuasion.…”

Section: Discussionsupporting

confidence: 85%

An investigation into effects of teacher mediation on students’ writing skills self-efficacy belief

Abebe,

Weldearegawi

2023

BJE

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This study investigated the effects of teacher mediation on students' writing skills self-efficacy beliefs. To achieve the purpose of the study, a quasi-experimental research design was used. The research was done at Hawassa University in the Institute of Technology, and Main Campus which were selected using available sampling technique. The research participants were two sections of first-year undergraduate Natural Science students enrolled in the 2022 academic year. Sections 18 (n=31) and 43 (n=31) were chosen at random among the 76 sections. Tests and questionnaires were employed to collect data. The results revealed that the experimental group outperformed the control groups in their levels of mastery experience, adult-based vicarious experience, social persuasion, and physiological and emotional state when they write essays and paragraphs. Cohen's d test results also showed that teacher mediation affected self-efficacy beliefs sources. The study indicated that employing teacher mediation would enhance students’ writing skills self-efficacy beliefs. Further studies on the applicability of the MLE approach in other language skills are needed.

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Section: Discussionsupporting

confidence: 85%

An investigation into effects of teacher mediation on students’ writing skills self-efficacy belief

Abebe,

Weldearegawi

2023

BJE

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“…(2016) mentioned that argumentative peer feedback opens the students' opportunities to analyse their partners' arguments and understand the perspectives of others, which leads to high-quality writing of essays. These results align with the research from Cui et. al., (2021) that peer feedback has benefits to improve students' writing skills and self-efficacy.…”

Section: Introductionsupporting

confidence: 93%

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

Okvianti

Sujannah²,

Degeng³

2023

Journey

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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.

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“…In relation to feedback, feedback is regarded as one of the essential components for accomplishment in a variety of fields (Narciss, 2013). Research has shown that feedback from teachers can improve writing ability and self-efficacy in a similar manner (Cui, et al, 2021). Aside from that, the result of this current study also encourages the writing teacher to apply a more process-centered approach than the product one.…”

Section: Fulfilling the Statistical Assumptionsupporting

confidence: 58%

The Correlation Between Students’ Writing Self-Efficacy and Essay Writing Performance

Setyowati,

Sukmawan,

Karmina

et al. 2024

JOLLT

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Self-efficacy in writing is an important factor for a student-writer to accomplish a writing task. However, not all studies show that writing self-efficacy and writing achievement are positively related. The purpose of the study is to find out 1) the writing self-efficacy level of the second-year students of an English education study program in one of the private universities in Pasuruan Regency, East Java, Indonesia, and 2) the correlation between students’ writing self-efficacy and their writing performance. The research uses a correlational design. The sample of the research was fifty students of English study program from one of private universities in Pasuruan regency, Easyt Java, Indonesia. The instrument used to collect the data was the writing self-efficacy questionnaire developed by Prickel in 1994, test, Primary Trait Scoring (PTSG) rubric, and documentation of the student's essay. The questionnaire consists of 25 items about self-efficacy in writing with a five-point scale of answers. The result shows that the students’ self-efficacy level mainly falls in the moderate category (58%), while the rest fall in the high category (42%). The result of the correlation analysis shows that there is no correlation between the students’ writing self-efficacy and their writing achievement (r= -.020, n = 50, p = .892). The result implies that writing teachers should continuously foster their students' writing self-efficacy by giving them sufficient practice opportunities, offering constructive feedback, as well as providing emotional and psychological support in time of difficulties.

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Effects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation

Cited by 17 publications

References 59 publications

An investigation into effects of teacher mediation on students’ writing skills self-efficacy belief

An investigation into effects of teacher mediation on students’ writing skills self-efficacy belief

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

The Correlation Between Students’ Writing Self-Efficacy and Essay Writing Performance

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