Online formative peer feedback in Chinese contexts at the tertiary Level: A critical review on its design, impacts and influencing factors

Zhan, Ying; Wan, Zhi Hong; Sun, Daner

doi:10.1016/j.compedu.2021.104341

Cited by 21 publications

(16 citation statements)

References 66 publications

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“…In the present study, the implementation of regular peer feedback was well received by participants. For decades, successful cases have been documented to utilize feedback (e.g., peer feedback, teachers feedback and feedback based on self-assessment) for enhancement in both learning progression and motivation [ 23 , 28 – 30 ]. The findings of present study were in agreement with those from previous literatures.…”

Section: Discussionmentioning

confidence: 99%

“…Similar results could be observed from abundant documents, e.g., implementing peer feedback in a self-regulated learning environment [ 24 ], incorporating peer feedback in interpreter training curricular [ 25 , 26 ], and using peer feed to promote second language acquisition [ 27 ]. Additionally, studies asserted that peer feedback was beneficial to students’ psychological wellbeing and development of motivation [ 28 – 30 ]. The relationship between motivation and peer feedback could be understood from multiple perspectives, i.e., peer feedback functioned both as a medium to reflect motivation [ 31 ] and a measure to enhance motivation [ 32 ].…”

Section: Introductionmentioning

confidence: 99%

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The impact of Danmaku-based and synchronous peer feedback on L2 oral performance: A mixed-method investigation

Gong

Yan

2023

PLoS ONE

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Advancement of research in education has propelled the augmentation of theoretical and practical knowledge in learning-oriented feedback. In recent years, the channels, modes, and orientations of feedback became manifold. Copious empirical evidence from the body of literature supported the strength of feedback in enhancing learning outcomes and promoting the motivation of learners. However, compared to the popularity in implementation and fruitfulness of findings in other educational domains, the application of state-of-the-art technology-enhanced feedback in fostering students’ L2 oral abilities remain few and far between. To address the knowledge gap, the present study endeavored to investigate the effect of Danmaku-based and synchronous peer feedback on L2 oral performance and the acceptance thereof among students. Adopting a mixed-method design, the study recruited 74 (n = 74) undergraduate English majors from a Chinese university for a 16-week 2x2 experiment. The collected data were analyzed through statistical and thematic analysis respectively. The findings revealed that Danmaku-based and synchronous peer feed-back was impactful on students’ performance in L2 oral production. Furthermore, the impacts of peer feedback on subdomains of L2 competence were statistically analyzed. Regarding students’ perceptions, the incorporation of peer feedback was generally favored by participants who were satisfied and motivated in the learning process but lacked confidence in their assessment literacy. Furthermore, students expressed their agreement with the benefit of reflective learning and the subsequent enrichment in knowledge and horizon. The research was significant for its conceptual and practical contribution for follow-up researchers and educators in L2 education and learning-oriented feedback.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The impact of Danmaku-based and synchronous peer feedback on L2 oral performance: A mixed-method investigation

Gong

Yan

2023

PLoS ONE

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“…Some of these theoretical perspectives are commognition theory, e.g., [16], cultural-historical activity theory, e.g., [21], and sociocognitive theory, e.g., [22]. These various theoretical perspectives suggest that feedback is an emergence of a dialogical social activity between the provider, the context, and the receiver whose effects are mediated by social and personal factors [16,23]. More so, there is a possibility of a bidirectional relationship between the provider of feedback (e.g., the teacher) and the receiver of feedback (e.g., the student).…”

Section: Conceptualising Feedbackmentioning

confidence: 99%

Reforming the Teaching and Learning of Foundational Mathematics Courses: An Investigation into the Status Quo of Teaching, Feedback Delivery, and Assessment in a First-Year Calculus Course

et al. 2022

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Several universities are witnessing an increase in students’ enrolment in mathematics-intensive programmes over the last decades. This increase has come with the price of high failure rates in foundational mathematics courses, which poses challenges to mathematics teaching and learning in higher education. It is therefore inevitable, for some universities, to transform the teaching and learning of mathematics to more student-centred approaches that engage the students mathematically and enhance their success rates. We approach this transformative effort by investigating students’ perception of teaching, feedback, and assessment as a first step in reforming the teaching of a first-year mathematics course at a Norwegian university. The results of both quantitative and qualitative analyses of the data generated using a questionnaire from 107 (80 men) engineering students show that the status quo of teachings offers little support for learning. The teaching is dominated by teacher-led instruction, note-taking, and large pieces of proof which make learning difficult for students during class activities. The results also show that the current structure of the course offers limited formative feedback to students and that the assessment tasks require restructuring to capture students’ time and effort. We discuss the implications of these findings and make some recommendations for improvement.

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“…Little evidence was reported about the direction by teachers when students were making diversified feedback. Although OPF is a student-centered activity in ESL/EFL learning, teachers still play a fundamental role in guiding and monitoring students in the process of OPF ( Zhan et al, 2022 ). However, no study of this kind has come up to date.…”

Section: Comments and Implicationsmentioning

confidence: 99%

A review of the ESL/EFL learners’ gains from online peer feedback on English writing

Cao

Zhou²,

Luo³

et al. 2022

Front. Psychol.

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Peer feedback is essential in writing English as a Second/Foreign Language (ESL/EFL). Traditionally, offline PF was more widely favored but nowadays online peer feedback (OPF) has become frequent in ESL/EFL learners’ daily writing. This study is undertaken to probe into the gains of using OPF in ESL/EFL writing on the basis of 37 research articles published in core journals from 2012 till 2022. In order to accurately cover the previous researches, we capitalize on three methods to evaluate and analyze the data, i.e., database search, citation search and manual search. Results show that from the perspective of the ESL/EFL learners’ gains, the OPF is basically divided into two categories (cognitive OPF and affective OPF), involving eight aspects in all: face-based strategies, revision-based comments, writing performance, learning environment, reflection/critical thinking/responsibility, writing emotion, motivation, and attitudes; and OPF can be well supported by a set of theories like Process-oriented Writing Theory, Collaborative Learning Theory, Interactionist Theory of L2 Acquisition and Vygotsky’s sociocultural theory. By comparison, the gains from OPF outperform those from offline PF in many dimensions (e.g., face-based strategies), despite some overlaps (e.g., the shift of the role) that were revealed in several investigations. Based on the past studies, we propose some pedagogical implications on OPF from ESL/EFL writing, including accenting the “student-centered” teaching strategy, providing students with OPF on the basis of incremental knowledge, adopting OPF regularly in ESL/EFL writing activities to shape personalities and outlooks and putting OPF into its full play with recourse to abundant internet-based vehicles. This review is desired to provide a guideline for both the peer feedback practice and the upcoming scholarly researches with respect to EFL/ESL writing.

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Online formative peer feedback in Chinese contexts at the tertiary Level: A critical review on its design, impacts and influencing factors

Cited by 21 publications

References 66 publications

The impact of Danmaku-based and synchronous peer feedback on L2 oral performance: A mixed-method investigation

The impact of Danmaku-based and synchronous peer feedback on L2 oral performance: A mixed-method investigation

Reforming the Teaching and Learning of Foundational Mathematics Courses: An Investigation into the Status Quo of Teaching, Feedback Delivery, and Assessment in a First-Year Calculus Course

A review of the ESL/EFL learners’ gains from online peer feedback on English writing

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