A Study into Students’ Views on Guided Peer Feedback in Group Work

Peer feedback is a key to the quality of group work in foreign language classrooms. In order to better understand the use of peer feedback in spoken English, a ten-week study was conducted by combining peer feedback with group work. Based on Scaffolding Instruction of Constructivism, this study chos...

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Veröffentlicht in:Chinese journal of applied linguistics Jg. 38; H. 2; S. 188 - 203
Hauptverfasser: Xie, Jingjing, Mu, Fengying
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Beijing De Gruyter Mouton 01.05.2015
Walter de Gruyter GmbH
Schlagworte:
Checklists
Classrooms
Constructivism
Cooperative learning
English as a second language
Feedback
Foreign languages
Group work
guided peer feedback
Peer review
Peers
Second language instruction
Second language learning
Social constructionism
Student attitudes
Students
students’ views
Teaching
ISSN:2192-9505, 2192-9513
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Zusammenfassung:Peer feedback is a key to the quality of group work in foreign language classrooms. In order to better understand the use of peer feedback in spoken English, a ten-week study was conducted by combining peer feedback with group work. Based on Scaffolding Instruction of Constructivism, this study chose three different tools – a checklist, a qualitative feedback sheet and a grading sheet, to guide peer feedback. A questionnaire survey and three interviews were adopted to investigate the students’ views and attitude toward guided peer feedback. We found: (1) Guided peer feedback plays a positive role in improving the quality of group work and its three forms were positively received by the participants; (2) Among the three tools – the checklist, the qualitative feedback sheet and the grading sheet, the grading sheet was most welcomed; (3) Only by designing the appropriate peer feedback forms and the tasks at the same time, could peer feedback achieve good results.
Bibliographie:SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:2192-9505
2192-9513
DOI:10.1515/cjal-2015-0011