A Study into Students’ Views on Guided Peer Feedback in Group Work
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Jingjing Xie
Abstract
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.
©2015 Walter de Gruyter, Berlin Boston
Articles in the same Issue
- Frontmatter
- Articles
- Understanding Interaction Inside and Outside the EFL Self-Concept System: A Case Study of Chinese Learners in Junior High School
- Task-Induced Involvement Load: The Accumulation Effects on Vocabulary Acquisition
- Metacognitive Knowledge of Tertiary-Level EFL Reading: Case Studies in an Acquisition-Poor Context
- A Study into Students’ Views on Guided Peer Feedback in Group Work
- Effect of Morphology on Word Acquisition: An Investigation on the Acquisition of Psych Adjectives
- Integrating Information and Communication Technology into Interpreter Training in China: State-of-the-Art and Prospect
- A Case Study of the English Teachers’ Burnout in a Medical University in China
- Chinese Abstracts
Articles in the same Issue
- Frontmatter
- Articles
- Understanding Interaction Inside and Outside the EFL Self-Concept System: A Case Study of Chinese Learners in Junior High School
- Task-Induced Involvement Load: The Accumulation Effects on Vocabulary Acquisition
- Metacognitive Knowledge of Tertiary-Level EFL Reading: Case Studies in an Acquisition-Poor Context
- A Study into Students’ Views on Guided Peer Feedback in Group Work
- Effect of Morphology on Word Acquisition: An Investigation on the Acquisition of Psych Adjectives
- Integrating Information and Communication Technology into Interpreter Training in China: State-of-the-Art and Prospect
- A Case Study of the English Teachers’ Burnout in a Medical University in China
- Chinese Abstracts
