ESL students' perceptions of effectiveness in peer response groups

Nelson, Gayle L.; Carson, Joan G.

doi:10.1016/s1060-3743(98)90010-8

Cited by 192 publications

(135 citation statements)

References 15 publications

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“…Furthermore, as seen in the questionnaire (Item 22), these students wanted to have feedback from both the teacher and peers, and as revealed in the interview, it was known that the former assisted them with language while the latter helped them with ideas. These results are thus different from those of previous studies (Fei, 2006;Nelson & Carson, 1998;Tsui & Ng, 2000) which found the resistance of students with entrenched teachercentered learning experiences to peer-feedback. The success of this study, however, could be due to many factors, such as (1) the step-by-step training on peer response, (2) the way this activity was implemented in class, (3) grading and (4) the school's permission to revise the curriculum.…”

Section: Discussioncontrasting

confidence: 99%

A Case Study of Combined Peer-Teacher Feedback on Paragraph Writing at a University in Thailand

Nguyen

2017

Indonesian J. Appl. Linguist

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Writing in English is challenging for ESL writers, so feedback is crucial in assisting them. Although several studies have been conducted on the effectiveness of peer and teacher-feedback in ESL writing, studies on the combined peer-teacher feedback model tend to be scarce. This study thus reported on the combined feedback model in two paragraph-writing classes of sixty students at a university in Thailand where English is taught as a foreign language, students are reported to be passive in class activities and most writing programs are still taught using the traditional method. Students' peer comments (both valid and invalid ones), their revisions based on both their peers' and teacher's feedback (correct and incorrect revisions) and their grades on each paragraph were recorded, and a five-point Likert scale survey and a focus group interview were conducted. The findings indicated its success in terms of students' positive attitudes towards this feedback model, the usefulness of peer comments, high percentages of feedback incorporations and the high overall writing scores. This paper is thus expected to shed some light on how Thai university students with their passive style of learning English positively react to this interactive activity and partly reflect how in-service teachers adjust feedback strategies in their actual teaching situations.

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Section: Discussioncontrasting

confidence: 99%

A Case Study of Combined Peer-Teacher Feedback on Paragraph Writing at a University in Thailand

Nguyen

2017

Indonesian J. Appl. Linguist

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“…Peers are not teachers, and it is the teachers who are more capable of knowing how to help students become better writers (Carson & Nelson, 1996;Nelson & Carson, 1998;Yang et al, 2006). However, that does not mean that L2 learners of writing are unable to benefit from peer feedback at all.…”

Section: Pedagogical Challenges Of Collaborative L2 Writing Via Freelmentioning

confidence: 99%

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

Zhang

Song

Shen

et al. 2014

AJET

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This paper reported on a study of using blogs as out-of-class assignments for the development of learners' writing competence. There were 36 students of English majors from an intact second language (L2) writing class participating in this study. A mixed method design was employed to obtain both quantitative and qualitative data. The results showed that blog-based peer feedback had a statistically significant positive correlation with learners' motivation, collaboration, and course satisfaction. The findings also revealed that the feedback was conducive to learners' self-reflection and self-confidence in L2 writing and could give rise to an enhanced L2 writing experience. The study concludes that group collaborative writing via blogging can not only encourage collaboration and self-reflection but also engage learners in noticing and co-construction of knowledge. Pedagogical implications and challenges are addressed and suggestions for future research are advanced. IntroductionThe use of weblogs, more commonly known as blogs, for social communication has been growing in popularity in recent years across the globe. The number of blog users is increasing at an exponential rate each year. Take the case of China. By the end of December 2011, the total number of blog users had climbed to 319 million, an increase of 8.2% for the same time period in 2010 (Tencent IT, 2012). The active users of micro-blogs arrived at 254 million in 2011, an increase of 150.7% over 2010 (NetEase Tech, 2012). Chinese netizens are taking advantage of this novel form of communication to enjoy freedom of speech, to a larger extent, and blogs have become a crucially important avenue for the netizens to express their own views about personal interests, politics, and social issues. The same phenomenal growth of blogging can also be seen elsewhere. For instance, in the United States, an estimated number of blog readers reached 122.6 million in 2011, with a 2.5% increase over the previous year (Reese, 2012). In South Korea, most of the Internet users (89.7%) were social networking service (SNS) users, and more than 70% of these SNS users used blogs in 2011, which accounted for 84.0% of the respondents surveyed (Korea Internet & Security Agency, 2012). Obviously blogging has, at least to some extent, become part of social life for people in the digital era, without the demarcation of physical boundaries, social ideologies, race, and complexion.In the educational sphere blogs have been explored for promoting teaching and learning (Brescia & Miller, 2006;Ellison & Wu, 2008). Kim (2008) found that blogs are advantageous over traditional computer-mediated communication (CMC) applications in terms of their affordances of interactivity, openness, visualization, and decentralization. A vast multitude of other studies (e.g., Churchill, 2009;Glogoff, 2007;Halic, Lee, Paulus & Spence, 2010;Huck, 2007;Kang, Bonk, & Kim, 2011;Yang, 2009;Williams & Jacobs, 2004) have also acknowledged the educational advantages of integrating such a social media tool into the c...

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“…The implications might be twofold: (1) AfL takes effect as students are engaged in a collaborative learning process where they "learn from and support each other" (Carless, 2011, p.165); (2) in addition to the findings by previous studies (e.g. Connor & Asenavage, 1994;Nelson & Carson, 1998), learners still perceived peer feedback of limited benefit even after two-year in-depth and sustainable implementation of AfL.…”

Section: Reflectionsmentioning

confidence: 99%

Implementing Assessment for Learning in the Chinese Efl Context: An Exploratory Action Research

Zhu¹,

Pan²

2017

IJE

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This article reports on a two-year-long action research project, where Assessment for Learning (AfL) was implemented in a tertiary foreign language classroom in China. It aims to seek answers to three research questions. First, to what extent can AfL impact on learner autonomy? Second, to what extent can AfL effectively improve learners' proficiency of the target language? Third, what factors may influence the implementation of AfL? The qualitative data elicited from the interviews with learners, triangulated with the quantitative data from questionnaires, revealed that AfL is a rather effective way of promoting learner autonomy. In addition, quantitative data from pre-and post-tests lend support to the hypothesis that AfL in general achieves overall beneficial effects on learners' language proficiency, though there are differential effects on sub-groups, i.e. female vs. male, and Shanghainese vs. nonShanghainese. This study also pinpoints certain factors that are possibly conducive to or constraining the implementation of AfL in the Chinese EFL context.

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ESL students' perceptions of effectiveness in peer response groups

Cited by 192 publications

References 15 publications

A Case Study of Combined Peer-Teacher Feedback on Paragraph Writing at a University in Thailand

A Case Study of Combined Peer-Teacher Feedback on Paragraph Writing at a University in Thailand

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

Implementing Assessment for Learning in the Chinese Efl Context: An Exploratory Action Research

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