Orchestrating Teacher, Peer, and Self-Feedback to Enhance Learners' Cognitive, Behavioral, and Emotional Engagement and Public Speaking Competence.

IF 2.5 3区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY
Tingting Liu, Vahid Aryadoust
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Abstract

Previous research on providing feedback on public speaking has investigated the effectiveness of feedback sources, namely teacher feedback, peer feedback, and self-feedback, in enhancing public speaking competence, predominantly individually. However, how these sources of feedback can be collectively harnessed to optimize learner engagement and public speaking performance still warrants further investigation. Adopting a pre- and post-test quasi-experimental design, this study randomly assigned four classes to four feedback conditions: Group 1 received teacher feedback, Group 2 self-feedback and teacher feedback, Group 3 peer and teacher feedback, and Group 4 feedback from all three sources. Both student engagement, measured using the Public Speaking Feedback Engagement Scale (PSFES), and their public speaking performance ratings, assessed using the Public Speaking Competency Instrument (PSCI), were validated using Rasch analysis. The inferential statistics revealed that Group 3 showed significant improvements across nearly all three dimensions of engagement, whereas Group 2 experienced significant declines in all dimensions of engagement except behavioral engagement. Group 3 demonstrated significantly greater engagement gain compared to Groups 2 and 4, indicating the synergistic effect of peer and teacher feedback in contrast to the limited impact of self-feedback. Additionally, all groups demonstrated significant improvements except for Group 2, which showed significantly lower improvement compared to Group 4. The following correlation analysis identified a significant correlation between the gain of students' behavioral engagement and the gain of public speaking performance, whereas such association was absent between cognitive or emotional engagement and public speaking competence. This study suggests that peer feedback should be preceded by group discussion and supplemented with teacher feedback in classes for enhancing the teacher-student dialog, while self-feedback should be conducted after class to improve student engagement and public speaking performance.

协调教师、同伴和自我反馈,提高学习者的认知、行为和情感参与度以及公众演讲能力。
以往关于公开演讲反馈的研究主要研究了教师反馈、同伴反馈和自我反馈等反馈来源在提高公开演讲能力方面的有效性。然而,如何综合利用这些反馈来源来优化学习者的参与度和公共演讲表现,仍有待进一步研究。本研究采用前测和后测准实验设计,将四个班级随机分配到四种反馈条件下:第一组接受教师反馈,第二组接受自我反馈和教师反馈,第三组接受同伴反馈和教师反馈,第四组接受三种来源的反馈。学生参与度(使用公共演讲反馈参与度量表(PSFES)进行测量)和公共演讲表现评分(使用公共演讲能力测验(PSCI)进行评估)均使用拉施分析法进行验证。推理统计结果显示,第 3 组在几乎所有三个参与度维度上都有显著提高,而第 2 组则在除行为参与度之外的所有参与度维度上都有显著下降。与第 2 组和第 4 组相比,第 3 组的参与度明显提高,这表明同伴和教师反馈产生了协同效应,而自我反馈的影响有限。接下来的相关分析表明,学生行为参与度的提高与当众讲话表现的提高之间存在显著的相关性,而认知或情感参与度与当众讲话能力之间则不存在这种相关性。本研究建议,课堂上应先进行小组讨论,再辅以教师反馈,以加强师生对话,而课后应进行自我反馈,以提高学生的参与度和当众讲话的表现。
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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来源期刊
Behavioral Sciences
Behavioral Sciences Social Sciences-Development
CiteScore
2.60
自引率
7.70%
发文量
429
审稿时长
11 weeks
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