Doing peer feedback in a high school EFL writing class via Google Docs and Sheets: A workshop.

Alvin Santos
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Abstract

A number of viable inputs for improving student essay drafts are available for writing teachers to employ inside the classroom, one of which is peer feedback. In this article, key findings based on high school EFL writers’ responses to pre- and post-study questionnaires on perspectives on peer feedback are presented. A replicable peer feedback workshop employing Google Docs and Google Sheets is included. This workshop forms part of a show and tell presentation which was held at the JALTCALL2021 all-online conference entitled, “Trialing of ICT-mediated feedback types in an EFL process writing class: Students’ perspective.” Answers to three research questions are provided: (1) How effective is the trialled peer feedback procedure?; (2) How appropriate are Google Docs and Google Sheets in mediating the trialled peer feedback procedure?; and (3) Are there any changes in students’ (n=232) perspectives on doing peer feedback after the trialing study? Other interesting findings emanating from Google Forms student questionnaires and teacher field observation notes are enumerated to provide insights for further exploration through future scholarly endeavors.
通过谷歌文档和表格在高中英语写作课上进行同伴反馈:一个研讨会。
写作老师可以在课堂上使用一些可行的方法来改进学生的论文草稿,其中之一就是同伴反馈。本文介绍了高中英语写作作者对学习前和学习后关于同伴反馈观点的问卷调查的主要结果。包括一个可复制的同行反馈研讨会,使用谷歌文档和谷歌表格。本次研讨会是JALTCALL2021全在线会议“信息通信技术介导的反馈类型在英语过程写作课上的试验:学生的视角”的展示和陈述的一部分。本文提供了三个研究问题的答案:(1)试行的同伴反馈程序的有效性如何?(2) Google Docs和Google Sheets在调解试行的同行反馈过程中是否合适?(3)经过试验研究,学生(n=232)对同伴反馈的看法是否有变化?其他有趣的发现来自谷歌表格学生问卷调查和教师实地观察笔记列举,为进一步探索未来的学术努力提供见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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