Leveraging the Potential of Peer Feedback in an Academic Writing Activity through Sense-Making Support

Autor/inn/en	Wichmann, Astrid; Funk, Alexandra; Rummel, Nikol
Titel	Leveraging the Potential of Peer Feedback in an Academic Writing Activity through Sense-Making Support
Quelle	In: European Journal of Psychology of Education, 33 (2018) 1, S.165-184 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wichmann, Astrid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-017-0348-7
Schlagwörter	Feedback (Response); College Students; Writing (Composition); Academic Discourse; Revision (Written Composition); Writing Instruction; Peer Evaluation; Comprehension; Error Correction + Suchen Sie Ihr Suchwort? Collegestudent; Schreibübung; Discourse; Diskurs; Korrektur; Schreibunterricht; Verstehen; Verständnis
Abstract	The act of revising is an important aspect of academic writing. Although revision is crucial for eliminating writing errors and producing high-quality texts, research on writing expertise shows that novices rarely engage in revision activities. Providing information on writing errors by means of peer feedback has become a popular method in writing instruction. However, despite its popularity, students have difficulties in leveraging the potential of peer feedback: feedback uptake is low and students engage in little revision. Instructional support might help learners to make sense of peer feedback and to reflect on the provided information more deeply. The present study investigated the effect of sense-making support on feedback uptake as well as on revision skills, in particular problem detection and problem correction. In an experimental study, 73 university students were randomly assigned to conditions with or without sense-making support. The results indicate that feedback uptake improved concerning two out of three variables: students in the condition with sense-making support made fewer new errors and rejected more incorrect feedback comments. Students' revision skills only improved with regard to problem detection. Overall, we were able to show that peer feedback alone might not be sufficient to make successful changes in the text and improve revision skills. Sense-making support proved to be effective to some extent and partially helped to maximize the benefits of peer feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01