Literaturnachweis - Detailanzeige
| Autor/inn/en | Hojeij, Zeina; Baroudi, Sandra |
|---|---|
| Titel | Student Perceptions on Peer Feedback Training Using a Blended Method: A UAE Case |
| Quelle | In: Issues in Educational Research, 28 (2018) 3, S.655-678 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1837-6290 |
| Schlagwörter | Foreign Countries; Undergraduate Students; Student Attitudes; Peer Evaluation; Feedback (Response); Second Language Learning; English (Second Language); Training; Essays; Blended Learning; Editing; Handheld Devices; Electronic Learning; Computer Oriented Programs; Revision (Written Composition); Outcomes of Education; United Arab Emirates |
| Abstract | The impact of peer reviewing for writers has been investigated extensively for the past three decades. Results have showed that peer reviewing improves writers' texts, helps in identifying their writing strategies, and develops their motivation and confidence. Less researched, however, are the ways that could improve the quality of peer-review feedback in an EFL context, compared with English dominant settings. To address this issue, the current study examined the effect of peer reviewing training on the motivation and engagement levels towards self and peer reviewing of undergraduate students who are Arabic native speakers at a foundation intermediate English class. Students received training on how to review essays and provide effective feedback on formal (related to English language structure) and global errors (related to the content and organisation of writing). Combinations of face to face training and self-paced training through mobile technology learning apps were provided to students for 10 weeks. Investigating students' perceptions and attitudes, this study found that combining peer editing training, face to face and mobile learning tools impacted positively upon EFL students' revisions and overall writing. Students were able to generate specific feedback on global as well as formal issues. This study concludes by presenting several practical implications and suggestions for future research. (As Provided). |
| Anmerkungen | Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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