Exploring the effect of video feedback from unknown peers on e-learners’ English-Chinese translation performance

Ge, Zi-Gang

doi:10.1080/09588221.2019.1677721

Cited by 28 publications

(20 citation statements)

References 41 publications

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“…With the use of technological tools, students reported that they could easily download and revise their peers' work online anywhere and anytime (Shang, 2019). Similarly, students also reported that videos could be used anytime and anywhere with mobile phones (Ge, 2019). Positive perceptions on easy-to-use characteristic of the video feedback was also noted as students highlighted that producing video feedback can save more time and energy compared to writing feedback (Ge, 2019).…”

Section: Convenience and Easementioning

confidence: 96%

“…Apart from writing and speaking contexts, other studies also involved the use of peer feedback in translation quizzes (Ge, 2019), vocabulary task (Montero-Fleta, Pérez-Sabater & Pérez-Sabater, 2015) and micro-teaching (Lin, 2018).…”

Section: Translation Quizzes Vocabulary Taskmentioning

confidence: 99%

“…Similarly, students also reported that videos could be used anytime and anywhere with mobile phones (Ge, 2019). Positive perceptions on easy-to-use characteristic of the video feedback was also noted as students highlighted that producing video feedback can save more time and energy compared to writing feedback (Ge, 2019). Moreover, an online environment which goes beyond the limitations of time and space allows students to check feedback regularly (Yang, 2015) and take more time to respond to peer comments (Al Qunayeer, 2019;, elaborate ideas and clarify misunderstanding (Al Qunayeer, 2019).…”

Section: Convenience and Easementioning

confidence: 99%

“…Online peer feedback was reported to spur dialogue around learning (Luo, 2016) and thus was viewed as promoting important social skills for students to interact with peers online (Yang, 2015). Students perceived it as offering great opportunities for them to communicate ideas (Al Qunayeer, 2019), express their own understanding (Luo, 2016), discuss language points , raise audience awareness (Qing, 2019) and foster a sense of belonging (Ge, 2019). As highlighted by students in Luo's (2016) study, the interactivity of the classroom with both the content and peers was enhanced via the peer feedback activity.…”

Section: Opportunities To Get Peer Support Through Interactionmentioning

confidence: 99%

“…Peer feedback activity also allowed students to make productive comparison of work. Students reported that comparing answers from different sources during peer review has resulted in their enhanced understanding of translation quiz questions and improvement in the posttest (Ge, 2019).…”

Section: Opportunities To Learn From a Variety Of Sourcesmentioning

confidence: 99%

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Peer Feedback in Technology-Supported Learning Environment: A Comprehensive Review

Lam¹,

Habil²

2020

IJARBSS

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In this paper, a review of literature was undertaken to explore peer feedback studies in technologysupported learning environment. The objectives are to: (1) find out the extent to which technologysupported peer feedback has been studied in different contexts of teaching and learning (2) identify the opportunities/ affordances offered by technology-supported peer feedback activity and (3) summarize the potential challenges/ constraints of technology-supported peer feedback activity. Articles related to peer feedback practices conducted with the use of technology were searched from two databases: ScienceDirect and Taylor & Francis Online from 2015 to 2019. Of the final 33 articles selected for full review, 25 studies (75.8%) were conducted in the context of student writing and the three most productive research lines identified are different types/ characteristics of peer feedback, students' perceptions on their experience of doing peer feedback activity and the impacts of peer feedback on students' learning performance. Five most dominant affordances of technologysupported peer feedback activity were identified as follows: (1) opportunities to get high-quality feedback for student learning (2) promoting students' deep self-reflection (3) convenience and ease (4) creating a safe and supportive learning environment and (5) opportunities to get peer support through interaction. Meanwhile, four main challenges were summarized as: (1) students' lack of confidence to provide feedback (2) the lack of constructive peer feedback (3) students' lack of trust in their peers' ability to provide feedback and (4) students' lack of active response to peer feedback. Some recommendations arising from the review are also discussed in this paper.

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Section: Convenience and Easementioning

confidence: 96%

Section: Translation Quizzes Vocabulary Taskmentioning

confidence: 99%

Section: Convenience and Easementioning

confidence: 99%

Section: Opportunities To Get Peer Support Through Interactionmentioning

confidence: 99%

Section: Opportunities To Learn From a Variety Of Sourcesmentioning

confidence: 99%

See 3 more Smart Citations

Peer Feedback in Technology-Supported Learning Environment: A Comprehensive Review

Lam¹,

Habil²

2020

IJARBSS

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The Relationship Among Students’ Attitude Towards Peer Feedback, Peer Feedback Performance, and Uptake

Kerman

Banihashem

Noroozi

2023

Social Interaction in Learning and Development

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In this study, the relationship among students’ attitude towards peer feedback, peer feedback performance, and uptake in an online learning environment was investigated. This study was conducted at Wageningen University and Research and 135 undergraduate students participated. A module called “Argumentative Essay Writing” was designed and students were asked to follow this module in the course in three consecutive weeks. Each week students performed one task in which in the first week, students wrote an argumentative essay. In the second week, students provided two sets of peer feedback on their peers’ essays and in the third week, students revised their essays based on the received feedback. At the end of the module, students were asked to fill out the survey about their attitude towards peer feedback. The results showed that in general students' attitude towards peer feedback did not predict their peer feedback performance and uptake. However, a relationship was found between the perceived usefulness of peer feedback and peer feedback uptake where perceived usefulness of peer feedback could predict uptake of peer feedback. It was found that there is a relationship between the quality of received peer feedback and students’ attitude towards peer feedback. The justification and constructive features of the received peer feedback were found to predict students’ perceived fairness and trustworthiness of peer feedback. The constructive feature of the received peer feedback predicted students’ perceived usefulness of peer feedback. These results provide evidence for understanding how students’ attitude towards peer feedback and their peer feedback performance and uptake in online learning environments can influence each other. We discuss these results and provide agenda for future work.

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Using Vicarious Learning Feedback Videos as Self-directed Learning Resources in a LMOOC Context

Zhang

Wei

2023

Lecture Notes in Computer Science

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Exploring the effect of video feedback from unknown peers on e-learners’ English-Chinese translation performance

Cited by 28 publications

References 41 publications

Peer Feedback in Technology-Supported Learning Environment: A Comprehensive Review

Peer Feedback in Technology-Supported Learning Environment: A Comprehensive Review

The Relationship Among Students’ Attitude Towards Peer Feedback, Peer Feedback Performance, and Uptake

Using Vicarious Learning Feedback Videos as Self-directed Learning Resources in a LMOOC Context

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