The Relevance of Peer Feedback in Efl Classes for Tertiary Language Learners

Kamberi, Lulzime; Ameti, Makfirete; Urlica, Alina-Andreea Dragoescu; Coroama-Dorneanu, Laura-Ioana; Stefanovic, Sandra

doi:10.24874/ijqr15.03-03

Cited by 2 publications

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“…Error correction has a vital role in a foreign language learning process as it is one of the essential elements that contribute to the effectiveness of language acquisition, and it should be regarded as a constructive and meaningful process (BARTRAM; WALTON, 1994;FIGUEIREDO, 1997;KAMBERI et al, 2021). In order to turn correction into a productive and significant process, it is necessary to promote Entretextos, Londrina, v. 22, n. 4Esp, p. 120-140, 2022 The benefits of peer correction in the context of virtual English classes opportunities for interaction and collaboration during correction tasks (ARAÚJO; FIGUEIREDO, 2018;BRUFFEE, 1999;DILLENBOURGH, 1999;DONATO, 1994;FIGUEIREDO, 1997FIGUEIREDO, , 1999FIGUEIREDO, , 2001FIGUEIREDO, , 2002FIGUEIREDO, , 2005FIGUEIREDO, , 2006FIGUEIREDO, , 2019.…”

Section: Introductionmentioning

confidence: 99%

The benefits of peer correction in the context of virtual English classes

Morais

Figueiredo

Lago

2023

Revista Entretextos

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In this paper, we present a study in which we investigate the benefits of peer correction in the context of English virtual classes. Two teenage students from an English course named Freeenglish were the participants in this qualitative research. They participated in a collaborative methodology of peer correction tasks (ARAÚJO; Author 2, 2015; DILLENBOURGH, 1999; DONATO, 1994) proposed by their teacher. To do so, the participants had to correct each other's written text and share feedback as part of a task during their English virtual classes on the Google Meet platform. As a theoretical foundation, we used the sociocultural theory, collaborative learning and teaching processes and studies about peer correction. The results show that the peer correction methodology proved effective in virtual classroom environments. Students could use different technological resources to exchange information about their texts (files, chatrooms on the Google Meet platform, WhatsApp, mobile phones, etc.), which favored interaction between them. We also demonstrate, through data analysis, that students provided very suitable input to each other during the correction task to make the texts more correct. Besides the relevant correction, participants could also develop a variety of communication skills as they were very engaged in talking about themselves.

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Section: Introductionmentioning

confidence: 99%

The benefits of peer correction in the context of virtual English classes

Morais

Figueiredo

Lago

2023

Revista Entretextos

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Dosing Criticism With Praise: E-Feedback in L2 Student Writing

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Öcal

2023

OPUS Toplum Araştırmaları Dergisi

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The current study deals with e-feedback delivered to the students in higher education during COVID19 pandemic. The data comes from e-feedback delivered to the students in a departmental compulsory course at the department of English language in a state university. Data analysis is conducted in two stages. First, the e-feedbacks classified into three categories regarding the feedback moves by Hyland and Hyland (2012). In the second stage, the categories coded by the two researchers were transferred to SPSS, with the aim of finding out the frequently employed speech act employed by the instructor while giving e-feedback to students. In addition, chi-square test was also conducted to see whether there are significant differences in speech act groups according to the level of success in the study. The findings indicated that the instructor prefers to give e-feedback to unsuccessful students than successful ones using different groups of speech acts such as praise and criticism. Another finding of the study shows that criticism and praise were the most frequently used feedback patterns in our data while suggestion and other feedback acts did not occur frequently. Overall, the study shows the importance of instructor-based e-feedback for academic writing.

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The Relevance of Peer Feedback in Efl Classes for Tertiary Language Learners

Cited by 2 publications

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The benefits of peer correction in the context of virtual English classes

The benefits of peer correction in the context of virtual English classes

Dosing Criticism With Praise: E-Feedback in L2 Student Writing

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