The effects of peer feedback provision and reception on lower-proficiency EFL learners’ writing development

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2024-11-21 DOI:10.1016/j.stueduc.2024.101422

Zeng Xiaomeng , Latha Ravindran

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引用次数: 0

Abstract

Motivated by the growing reports of more benefits from feedback provision, the study increased the frequency of feedback provision and decreased that of feedback reception to find whether such manipulation affected lower-proficiency EFL learners’ writing performance. After the pre-test writing, the experimental group (n=79) took the role of feedback receivers for eight weeks and feedback providers for two weeks, while the control group (n=60) played the two roles for 10 weeks. Both groups then had the post-test writing and online survey. The result shows that all participants developed significantly in their post-test writing than in the pre-test writing. Noticeably, the experimental group improved significantly better than the control group in the post-test. The survey showed participants were generally positive about peer feedback. However, the control group was anxious about playing two roles in peer feedback. This indicates more benefits from peer feedback provision might also exist among lower-proficiency EFL learners.

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同伴反馈的提供和接收对低水平英语学习者写作发展的影响

有越来越多的报道称，提供反馈会带来更多益处，受此激励，本研究增加了提供反馈的频率，减少了接收反馈的频率，以探究这种操作是否会影响低水平 EFL 学习者的写作成绩。前测写作结束后，实验组（人数=79）扮演了八周的反馈接收者和两周的反馈提供者角色，而对照组（人数=60）则扮演了十周的这两种角色。然后，两组都进行了后测写作和在线调查。结果显示，与测试前相比，所有参与者的测试后写作都有了明显的进步。值得注意的是，实验组在后期测试中的进步明显优于对照组。调查显示，学员普遍对同伴反馈持积极态度。然而，对照组对在同伴反馈中扮演两个角色感到焦虑。这表明，低水平 EFL 学习者也可能从同伴反馈中获得更多益处。

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

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.