Proactive Receiver Roles in Peer Feedback Dialogue: Facilitating Receivers' Self-Regulation and Co-Regulating Providers' Learning

Autor/inn/en	Zhu, Qiyun; To, Jessica
Titel	Proactive Receiver Roles in Peer Feedback Dialogue: Facilitating Receivers' Self-Regulation and Co-Regulating Providers' Learning
Quelle	In: Assessment & Evaluation in Higher Education, 47 (2022) 8, S.1200-1212 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhu, Qiyun) ORCID (To, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2021.2017403
Schlagwörter	Peer Evaluation; Metacognition; Feedback (Response); Dialogs (Language); English (Second Language); Second Language Learning; Second Language Instruction; Majors (Students); Foreign Countries; Undergraduate Students; Writing Instruction; Audio Equipment; Recall (Psychology); Student Attitudes; Writing Evaluation; Writing Skills; China + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Dialog; Dialogs; Dialogue; Dialogues; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Schreibunterricht; Audio-CD; Abberufung; Schülerverhalten; Writing skill; Schreibfertigkeit
Abstract	Understanding the proactive roles of receivers in peer feedback processes is crucial because proactive recipience carries great potential in enhancing the effectiveness of feedback and supporting self-regulated (SRL) and co-regulated learning (CoRL). However, receiver's proactivity has been insufficiently explored and the field lacks a clear understanding of how peer feedback receivers could aid academic self-regulation and co-regulation. This study unpacks the black box through examining different receiver roles in peer feedback dialogue and receiver-triggered SRL and CoRL behaviours in an undergraduate writing course for first-year English majors in China. Data were collected through audio-taped peer feedback dialogue, stimulated recall interviews and journals. Findings revealed a variety of increasingly active receiver roles: respondent, verifier, explicator, negotiator, seeker and generator. Assuming these roles, receivers not only regulated their own learning by self-monitoring works, evaluating the quality of received comments and co-producing feedback but also improved feedback providers' writing and evaluative skills. The study challenges the stereotypical image of passive receivers and argues that receiver proactivity could turn peer feedback into a mutually beneficial learning activity for receivers and providers. Implications for developing receiver proactivity are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01