Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes

Latifi, Saeed; Noroozi, Omid; Talaee, Ebrahim

doi:10.1111/bjet.13054

Cited by 89 publications

(34 citation statements)

References 48 publications

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“…CW tasks have proven to enhance EFL learners' writing skills on an individual level. The findings are congruent with previous studies (e.g., Alghasab et al, 2019Dobao, 2014;Latifi et al, 2021) which reported that EFL learners who were exposed to CW practice could improve text quality including essay organization and grammar when they subsequently produced texts on an individual basis. We found that learners produced shorter but more accurate and complete sentences.…”

Section: Cw Improves Learners' Writing Performancesupporting

confidence: 90%

“…The domain on "language use" improved by 2.67 points in the posttest mean score, and "mechanics" 0.50 score on a five-point scale. The findings were in line with and Latifi et al's (2021) studies which found that EFL learners who were exposed to CW practice and received peer feedback outperformed their peers who were not, in terms of accuracy and text quality, which includes organization, vocabulary, and grammar when they subsequently produced texts on an individual basis in a delayed post-test writing. In other words, the benefits of CW tasks can be translated into higher scores on subsequent individual writing.…”

Section: Analysis Of Writing Performancesupporting

confidence: 89%

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A Case Study of ASEAN EFL Learners’ Collaborative Writing and Small Group Interaction Patterns in Google Docs

Kitjaroonchai¹,

Suppasetseree²

2021

ELT

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The study investigated the interaction patterns of six ASEAN EFL university students when they worked in small groups on two collaborative writing tasks: a descriptive essay and an argumentative essay. Both groups were homogeneous in terms of gender and heterogeneous in terms of home countries. Data collection included pre- and posttest writing, pre- and post-task questionnaires, participants’ work on essays, their reflections, observations, and semi-structured interviews. The students worked on their essays in Google Docs, and the researcher(s) used DocuViz as a tool for visualizations of students’ collaborative writing contributions and styles. The findings showed different interaction patterns (a cooperative revision style for Group A vs. a main writer style for Group B) across the two collaborative writing tasks. While revising, both groups added and corrected their essays and employed almost the same writing change functions and language functions, which were suggesting, agreeing, and stating.

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Section: Cw Improves Learners' Writing Performancesupporting

confidence: 90%

Section: Analysis Of Writing Performancesupporting

confidence: 89%

A Case Study of ASEAN EFL Learners’ Collaborative Writing and Small Group Interaction Patterns in Google Docs

Kitjaroonchai¹,

Suppasetseree²

2021

ELT

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“…In terms of the second research question whether scaffolding strategies used influenced learners' writing performance, the present findings seem to echo recent studies on CW (e.g., Alghasab et al, 2019;Latifi et al, 2021) which asserted that EFL learners who received CW training could eventually develop essay content and organization and improve their individual writing skills. In other words, the benefits of peer scaffolding negotiations while engaging in OCW tasks could be translated into better quality work when learners construct their own essays.…”

Section: Discussionsupporting

confidence: 81%

Online Scaffolding Strategies: Case Studies of Asian EFL Learners in an Academic Writing Course

Kitjaroonchai¹,

Phutikettrkit²

2022

tpls

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The article reported a case study investigating the scaffolding strategies of twelve Asian EFL learners in four small groups’ scaffolding strategies during two online collaborative writing (OCW) tasks in a composition course using Google Docs as a writing platform. Of interest was how EFL learners with different L1 scaffold each other while co-constructing OCW tasks, and also if scaffolding strategies used during OCW tasks influence writing performance. Data collection included pre-test and post-test writing, two OCW tasks on descriptive and argumentative essays, learners’ use of scaffolding and non-scaffolding negotiations during OCW tasks observed through Google Docs revision history, and student reflection. The findings showed that learners in small groups employed both scaffolding and non-scaffolding dialogues to jointly construct their OCW tasks by giving advice, providing suggestions, responding to questions or requests, asking questions, or clarifying ideas. Learners who contributed more texts directed their team and initiated both scaffolding negotiations and non-negotiations while performing group work. The study results also revealed that members who employed more scaffolding negotiations during their OCW processes likely produced a better quality of writing in their post-test. Nevertheless, these findings indicated that members in small groups benefited from both scaffolding and non-scaffolding negotiations as they helped in task revisions. The findings contributed to research that has investigated online scaffolding strategies in EFL learners’ collaborative writing tasks.

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“…In the literature, a number of strategies were used, such as continuous assessment, peer assessment, feedback on drafts, and answers or comments provided by lecturers. Figure 3 presents the range of feedforward approaches that proved their effectiveness as constructive guidance for improving student development within the course beyond focusing on assessments, such as self-assessing [29], peer marking exercises [31,32], discussion of work-in-progress [33], past assessment evaluation and exemplars [34][35][36][37], submission of draft work [22], and feedforward interviews [38].…”

Section: Feedforward Approachesmentioning

confidence: 99%

A Study to Evaluate Students’ Performance, Engagement, and Progression in Higher Education Based on Feedforward Teaching Approach

Saeed

Mohamedali

2022

Education Sciences

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Learners who enter higher education (HE) at the foundational level are susceptible to many challenges that impact their performance, engagement, and progression. Not all students who enter HE at the foundational level will progress and attain their course qualifications. In addition, many university lecturers struggle to give effective support to their students. This study focuses on feedforward teaching approaches that define ways to enhance learning by using advanced organisational strategies to offer relevant supporting concepts and meaningful verbal material. To date, there are insufficient literature reviews on feedforward approaches to facilitate students’ subsequent learning. Providing better academic support for students and a strong foundation for independent learning is the focus of this paper. Therefore, the main contributions of this paper are identifying the key feedforward features and suggesting effective feedforward approaches. This study was undertaken to rigorously implement feedforward approaches that would support groups of students in modules at the foundational entry-level. At the end of module delivery, different students’ data sets were analysed related to the progression rates, standard deviation, and mean. In addition, the student satisfaction questionnaire (module evaluation survey) and feedback survey were also considered for engagement and retention purposes. The outcomes from this exercise suggest that feedforward approaches allow students to increase their overall effort when attempting summative assessments and, thus, improve their performance, engagement, and retention.

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Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes

Cited by 89 publications

References 48 publications

A Case Study of ASEAN EFL Learners’ Collaborative Writing and Small Group Interaction Patterns in Google Docs

A Case Study of ASEAN EFL Learners’ Collaborative Writing and Small Group Interaction Patterns in Google Docs

Online Scaffolding Strategies: Case Studies of Asian EFL Learners in an Academic Writing Course

A Study to Evaluate Students’ Performance, Engagement, and Progression in Higher Education Based on Feedforward Teaching Approach

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