Effects of student engagement in peer feedback on writing performance in higher education

Jin, Xinquan; Jiang, Qiang; Xiong, Weiyan; Yan, Feng; Zhao, Wei

doi:10.1080/10494820.2022.2081209

Cited by 22 publications

(7 citation statements)

References 36 publications

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“…Similar findings have emerged in OPF research, where students acknowledge the benefits of receiving peer feedback but express doubts about their own ability to learn from providing feedback due to potential embarrassment among their peers (Cao et al, 2019). To address this issue, it is crucial for students to receive descriptive and constructive feedback, focusing on the substantive aspects rather than emotional or descriptive elements (Jin et al, 2022;Kerman et al, 2022). This approach enables students to grasp the main ideas through scaffolding, facilitates knowledge exchange through both giving and receiving feedback, and resolves writing issues through revisions guided by peer feedback.…”

Section: Nd Findings: Students' Engagements Are Unrelated To Their Wr...supporting

confidence: 54%

“…To ensure positive outcomes in OPF, Yang (2016) suggests providing students with a foundational comprehension of main ideas via scaffolding, facilitating knowledge exchange through both giving and receiving feedback, and resolving writing issues through revisions guided by peer feedback. Moreover, Jin, Jiang, Xiong, Feng and Zhao (2022) examined the impact of student participation in OPF at a Chinese university and discovered that cognitive engagement, affective engagement, and behavioural engagement substantially linked with students' writing performance. The analysis also showed that suggestions, integration, and positive affective involvement were the next biggest predictors of writing performance, with usefulness of offered comments emerging as the strongest among them.…”

Section: Students' Engagements In Online Peer Feedback (Opf) Activitiesmentioning

confidence: 99%

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Students’ peer feedback engagements in online English courses facilitated by a social network in Thailand

Waluyo,

Panmei

2024

J. Technol. Sci. Educ.

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Despite the extensive research on peer feedback in recent years, there is limited understanding of how students engage in peer feedback activities within online English courses and their expectations during these activities. Hence, using a sequential explanatory mixed methods design with a phenomenological approach, this study integrated online peer feedback (OPF) activities into a 12-week online English writing course involving 30 second-year students (16.7% male, 83.3% female) facilitated by a Facebook group. Data were collected through survey questionnaires, written reflections, and task scores. Descriptive statistics and bivariate correlations were used to analyze the quantitative data, while thematic analysis was employed for the qualitative data. Three findings emerged: 1) EFL students exhibited positive engagements in OPF activities, 2) Students' engagements were not significantly correlated with their writing outcomes, and 3) Students provided recommendations for improving the quality and quantity of feedback, incorporating teacher feedback and guidance, and enhancing the overall process and experience. Based on these findings, integrating OPF activities into the academic curriculum is suggested, with a focus on providing guidance to students for delivering descriptive and constructive feedback, offering scaffolding to enhance their comprehension, and writing skills, and addressing concerns related to language proficiency and grammar.

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Section: Nd Findings: Students' Engagements Are Unrelated To Their Wr...supporting

confidence: 54%

Section: Students' Engagements In Online Peer Feedback (Opf) Activitiesmentioning

confidence: 99%

Students’ peer feedback engagements in online English courses facilitated by a social network in Thailand

Waluyo,

Panmei

2024

J. Technol. Sci. Educ.

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“…Students recounted how these sessions widened their horizons, bolstered their self-assurance, and provided a tangible roadmap to trace their writing enhancements. Corroborating these findings, research by Jin et al (2022) underlined the instrumental role of peer feedback in bolstering writing acumen in the context of higher education. In a similar vein, Banaruee et al (2018) accentuated the transformative power of recast feedback in amplifying student writing prowess.…”

Section: Discussionmentioning

confidence: 85%

Students’ Writing Ability and Their Attitude: Examining the Effect of Online PjBL

2023

IJMRA

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This study examines the effect of online PjBL on students' writing abilities and their attitudes toward online PjBL. A mixed method was employed in this research. 72 students majoring in English at a university in Indonesia took part as participants with informed consent. Two groups—control and experimental—were formed. The experimental group utilized online PjBL, whereas the control group used traditional teaching. Tests, questionnaires, and interview questions were employed to collect data. The collected data were analyzed both quantitatively and qualitatively. The findings of the research showed that the mean score of the experimental group was higher than that of the control group. Furthermore, an independent sample t-test revealed that the sig. value was 0.023 = 0.05. It indicated that there is a significant effect of online PjBL on students’ writing ability. Furthermore, the students showed positive attitudes toward the implementation of online PjBL. It is indicated by the students’ responses to the questionnaire, where thirty out of thirty-six students indicated that they strongly agree that the online PjBL makes them more comfortable writing an argumentative essay. Seven out of ten students interviewed said peer feedback activities improve writing the most in online PjBL. Recommendations for further researchers were also provided.

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“…Analysing student affect poses challenges, not least in attributing labels to complex and diverse responses to WF and potentially misrepresenting participants' emotions in research reports. I recommend researchers emphasise the likely complexity in this area (e.g., Han and Hyland, 2015;Shi, 2021) and avoid simplifying representations to mere "positive" and "negative" emotions (e.g., Farsani and Aghamohammadi, 2021;Jin et al, 2022).…”

Section: Affective Engagementmentioning

confidence: 99%

Affective, behavioural, and cognitive engagement with written feedback on second language writing: a systematic methodological review

Pearson

2024

Front. Educ.

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There is growing interest in multi-dimensional approaches for investigating student engagement with written feedback (WF), drawing and building on prior theoretical work carried out both within and beyond second language teaching and learning. It is thought that understandings of developing L2 writers’ affective, behavioural, and cognitive processes and responses explain the utility they gain from WF. The present study constitutes a systematic methodological review of 35 empirical studies of student engagement, reviewing their conceptual orientations, methodologies and methods, contexts and sampling approaches, written texts, and WF. The study identified a pre-eminent methodological approach constituting mixed method case studies (often situated in Chinese tertiary settings) involving the triangulation of textual measures with student verbal reports (usually semi-structured or stimulated recall interviews), albeit with variations in the operationalisation of behavioural and cognitive engagement. Teachers constituted the main feedback provider queried (frequently for the purposes of examining engagement with corrective feedback), although were seldom recruited as informants to provide their perspectives on student engagement. Relatively few studies contrasted engagement across multiple feedback sources, such as peers or AWE applications. Texts subject to written feedback tended to be short (and perhaps elicited for the purposes of research), with fewer studies investigating engagement with WF on authentic high-stakes or longer-form writing (e.g., theses drafts, research articles). Methodological limitations of existing scholarship are posited and suggestions for future research outlined.

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Effects of student engagement in peer feedback on writing performance in higher education

Cited by 22 publications

References 36 publications

Students’ peer feedback engagements in online English courses facilitated by a social network in Thailand

Students’ peer feedback engagements in online English courses facilitated by a social network in Thailand

Students’ Writing Ability and Their Attitude: Examining the Effect of Online PjBL

Affective, behavioural, and cognitive engagement with written feedback on second language writing: a systematic methodological review

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