scholarly journals Roles of Feedback to English Writing Improvement: Thai EFL Novice Writers in Higher Education

2020 ◽  
Vol 10 (6) ◽  
pp. 133
Author(s):  
Thitirat Wichanpricha
Keyword(s):  
Undergraduate Students ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Research Approach ◽  
Writing Classroom ◽  
Mixed Method Research ◽  
Writing Improvement ◽  
English Writing ◽  
Implicit And Explicit ◽  
Explicit Feedback

Writing has been the most difficult skill among EFL students for several decades. It inevitably promotes writing feedback and approaches to English writing classroom to minimize students’ errors in their writing draft revision. Hereby, the current study aimed at investigating perceptions towards the three writing features: vocabulary, grammar, and content, and examining the differences of the three assessments including teacher feedback, peer feedback, and self-correction. In addition, the teacher feedback preference as implicit and explicit feedback was determined as well. Participants were 32 first-year undergraduate students majoring in English for International Communication at Rajamangala University of Technology, Lanna Tak, Thailand. The current study employed a mixed-method research approach. Questionnaires and open-ended questions were utilized as research tools. Participants were assigned three genres of writing paragraphs. It took 15 consecutive weeks in providing three different feedback to purposive samples. For every assignment, their peers corrected their first drafts and then they rechecked and edited their output by their own decision. Afterward, the teacher provided both implicit and explicit feedback on the revision process. The data obtained were quantitatively analyzed for mean, standard deviation, and a paired sample t-test which have been deployed to the differences among the three feedback. Correspondingly, all written responses were thematically grouped and transcribed into frequency and percentage. The findings indicated that students mostly expected the teacher to edit their misused words, grammatical errors, and ideas on their drafts. As for the three feedback, most beginning writers particularly believed that teacher feedback, which was followed by self-correction and peer feedback, was much necessary for writing improvement and teachers should edit their redrafts explicitly in an EFL writing classroom.

Improving English L2 Writing in Web Communication: Can Peer Feedback Help?

Fachsprache ◽  
2018 ◽  
Vol 40 (3-4) ◽  
pp. 94-121
Author(s):  
Marian Flanagan ◽  
Carmen Heine
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Skills ◽  
Peer Feedback ◽  
Status Quo ◽  
Teacher Feedback ◽  
Written Feedback ◽  
Feedback Process ◽  
English Writing ◽  
Web Communication

As teachers of English as a second language (L2) in web communication, our aim is to help L2 students improve their spoken and written English language skills. Teacher feedback has been shown to do this in some cases. However, only using teacher feedback can put huge pressure on the teacher, both in terms of time and resources. This paper describes and discusses our attempt at introducing peer feedback as an additional way of providing students with feedback on their English writing. Before conducting this study, we did not know if peer feedback would be feasible in our teaching environment or whether it would benefit the students and teachers. Our aim was to establish a status quo of our students’ abilities in providing and implementing peer feedback. We introduced peer-feedback tasks and focused on the types of feedback provided by the students, the phrasing of the feedback, both when implemented and not implemented by the students, and the types of revisions made by the students. Our findings allowed us to develop peer-feedback process guidelines for web communication as a way towards improving written feedback processes in higher education, and hopefully for others to adapt and implement in their own communication classrooms.

scholarly journals Contextualized mobile game-based learning application for computing education

2020 ◽  
Author(s):  
Alok Kumar Yadav ◽  
Solomon Sunday Oyelere
Keyword(s):  
Undergraduate Students ◽  
Mixed Method ◽  
Research Approach ◽  
Mixed Method Research ◽  
Game Based Learning ◽  
Computing Education ◽  
Mobile Game ◽  
Analysis Of Algorithm ◽  
Learning Satisfaction ◽  
Improved Learning

Abstract This paper intends to present an overview of a mobile game-based learning application, BaghLearn that develops and upskills programming and algorithmic knowledge by cross-curricular capabilities through a traditional world-based game. The focus of this research was to explore the learning effectiveness of BaghLearn on students. Mixed method research approach was applied to collect, process and analyze the research data in which undergraduate students who had some prior knowledge or had taken algorithm courses were instructed to test the mobile game learning application. This study exhibits the idea of integrating learning with contextual mobile game as an effective approach in understanding the influence of games towards cognitive achievements of students in computing education. In addition, there are no major requirements for the use of this application (can be maintained in resource-constrained contexts such as Nepal), which makes it expressively satisfying and useful for students who are relentlessly using mobile devices. Besides, this study evaluated the influence of BaghLearn towards learning of the design and analysis of algorithm course, which is a compulsory course for most undergraduate computing education program. Furthermore, the study findings can be used as a guideline for developing learning solutions and usability evaluation of such solutions, especially for infrastructure-constrained contexts. Students using the BaghLearn opined that the application is easy to use, supportive and lead to improved learning satisfaction.

scholarly journals Understanding the Difference Between Self-Feedback and Peer Feedback: A Comparative Study of Their Effects on Undergraduate Students' Writing Improvement

2021 ◽  
Vol 12 ◽  
Author(s):  
Qi Lu ◽  
Xinhua Zhu ◽  
Choo Mui Cheong
Keyword(s):  
Undergraduate Students ◽  
Peer Feedback ◽  
Assessment For Learning ◽  
The Other ◽  
Hierarchical Regression ◽  
Regression Analyses ◽  
Writing Improvement ◽  
Effective Implementation ◽  
The Difference ◽  
Writing Task

Due to the growing popularity of Assessment for Learning in higher education, self- feedback and peer feedback are often highlighted for their role in improving writing performance. In order to provide appropriate support for students' effective implementation of the feedback, teachers must comprehend the differential characteristics of self- and peer feedback. However, empirical research comparing the two remains scarce, particularly when they are used in combination. In this study, 116 Hong Kong undergraduate students participated in an abstract writing task and engaged in self- and peer feedback processes. The amount, types, and implementation of self- and peer feedback and their effects on writing improvement were analyzed and compared. Hierarchical regression analyses indicated that about 25% of the variance in the students' writing improvement was collectively accounted for by the two feedback processes. One form of feedback contributed about 15% of the variance while the other form explained 10%. Feedback types and the amount of implemented feedback were found to be positive predictors of writing improvement, whereas the overall feedback amount negatively affected the improvement. Moreover, the implementation of peer feedback was found to have a greater effect on the improvement than those of self-feedback. Several pedagogical implications of these findings are addressed.

scholarly journals Research on the Effect of Peer Feedback Training in English Writing Teaching—A Case Study of Students in Business English Major

2021 ◽  
Vol 14 (6) ◽  
pp. 12
Author(s):  
Jialiang Chen
Keyword(s):  
Theoretical Perspective ◽  
Peer Feedback ◽  
Point Of View ◽  
Teacher Feedback ◽  
Student Centered ◽  
English Writing ◽  
Feedback Training ◽  
Training Stage ◽  
English Major

Based on peer feedback, this paper further explores the application of peer feedback training to English writing teaching in China. From the theoretical perspective, compared with teacher feedback, peer feedback is beneficial to motivate students to take the initiative in learning, practice the student-centered concept, and promote cooperative learning among students. Peer feedback training, namely peer feedback under teacher intervention in this paper, combines the advantages of teacher feedback and peer feedback, which can not only be accepted by learners but also achieve significant pragmatic effects. From a practical point of view, peer feedback training can be applied to teach large groups of students, thus reducing the pressure and burden of teachers and improving the quality of peer feedback. The results also show that peer feedback training mainly works during the training stage rather than the modification stage. It is crucial to pay attention to the mechanism of peer feedback training and apply it to practice to promote the quality of English writing teaching.

Improving English L2 Writing in Web Communication: Can Peer Feedback Help?

Fachsprache ◽  
2018 ◽  
Vol 40 (3-4) ◽  
pp. 94-121
Author(s):  
Marian Flanagan ◽  
Carmen Heine
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Skills ◽  
Peer Feedback ◽  
Status Quo ◽  
Teacher Feedback ◽  
Written Feedback ◽  
Feedback Process ◽  
English Writing ◽  
Web Communication

As teachers of English as a second language (L2) in web communication, our aim is to help L2 students improve their spoken and written English language skills. Teacher feedback has been shown to do this in some cases. However, only using teacher feedback can put huge pressure on the teacher, both in terms of time and resources. This paper describes and discusses our attempt at introducing peer feedback as an additional way of providing students with feedback on their English writing. Before conducting this study, we did not know if peer feedback would be feasible in our teaching environment or whether it would benefit the students and teachers. Our aim was to establish a status quo of our students’ abilities in providing and implementing peer feedback. We introduced peer-feedback tasks and focused on the types of feedback provided by the students, the phrasing of the feedback, both when implemented and not implemented by the students, and the types of revisions made by the students. Our findings allowed us to develop peer-feedback process guidelines for web communication as a way towards improving written feedback processes in higher education, and hopefully for others to adapt and implement in their own communication classrooms.

scholarly journals Promoting Peer Feedback in Developing Students’ English Writing Ability in L2 Writing Class

2019 ◽  
Vol 12 (9) ◽  
pp. 76
Author(s):  
Sirikarn Kuyyogsuy
Keyword(s):  
Undergraduate Students ◽  
Mixed Methods Research ◽  
Peer Feedback ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
L2 Writing ◽  
Writing Ability ◽  
English Writing ◽  
Writing Class ◽  
Post Test

The study aimed at investigating the effects of peer feedback on students’ English writing ability in L2 writing class. A mixed-methods research, an embedded experimental design was employed, making use of a writing pretest and post-test and self-written reflection in the experiment. Data were quantitatively analyzed through a dependent simple t-test, and content was thematically analyzed for qualitative data. The participants were 21 undergraduate students majoring in English in the three southernmost border provinces of Thailand. The findings revealed that from the mean scores of the pretest and post-test, the students had made significant progress in their writing ability. Additionally, the effect size was calculated at 1.97, which means that its magnitude was “large”. Moreover, students reflected that peer feedback was a worthwhile experience for social interaction, and provided them with perceiving the writing process, developing affective strategies, supporting critical thinking skills, and developing socially and intellectually by means of working collaboratively. In addition, it helped them practice to become more autonomous learners. As a result, peer feedback should be implemented in L2 writing classes.

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