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

Abstract

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.

Classroom Assessment as Co-Regulated Learning: A Systematic Review

“…Regarding individual differences and assessment experience, two different studies showed that perceptions of peer feedback changed as students got more experience with it. Joh (2019) found that for a sample of Korean college students, extroverts expected to get more from peer feedback than did introverts, but after experiencing peer feedback, these differences disappeared and positive perceptions developed. Ghahari and Sedaghat (2018) similarly found that college students' desire for peer comments on their writing grew as they experienced peer feedback, and that feelings of jealousy and resentment toward peers gradually decreased as desire to make progress in their writing increased with experience.…”

Investigating the Effect of Synchronous and Asynchronous Computer-Mediated Peer Feedback on IELTS Candidates’ Writing Development and Interactions

“…The literature review shows that a large number of studies have been conducted to examine teacher feedback (e.g. Azizi et al, 2020;García & Martínez, 2018;González, 2010;Hoomanfard & Rahimi, 2020;Jabbari et al, 2017;Joh, 2019;Sung, 2021;Waluyo & Rofiah, 2021) and peer feedback (Hoomanfard & Rahimi, 2021;Huisman et al, 2018;Latifi et al, 2021;Wu & Schunn, 2021) in both second and foreign language learning context although little is known about the discrepancies between written synchronous and asynchronous peer feedback. Thus, the subsequent research questions led this research:…”

“…Although previous studies (Abuseileek & Abualsha'r, 2012;Azizi et al, 2020;García & Martínez, 2018;González, 2010;Jabbari et al, 2017;Joh, 2019;Song & Usaha, 2009;Storch, 2017;Sung, 2021;Waluyo & Rofiah, 2021) have briefly pointed at this issue, no plenary study examined the way synchronous and asynchronous peer feedback types are capable of developing the quality of IELTS candidates' writing. One more gap in the literature which the present study endeavors to cover is related to the effect of synchronous and asynchronous peer feedback on students' use of language function.…”

Portfolio assessment in the frame of multi-layered peer coaching: An alternative portfolio for pre-service teachers

“…The effectiveness of peer correction was also proven by Joh (2019). Fifty two Korean college students majoring in TEFL were studied at the beginning and the end of the semester with the purpose of identifying the possible change of their perception after practicing of peer feedback activities.…”