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A qualitative inquiry into undergraduates’ learning from giving and receiving peer feedback in L2 writing: Insights from a case study
Zhenhao Cao1,2; Shulin Yu3; Jing Huang1
2019-12-01
Source PublicationStudies in Educational Evaluation
ISSN0191-491X
Volume63Pages:102-112
Abstract

Although previous research has elaborated on the ways that students can learn from giving or receiving feedback, few qualitative classroom-based studies have examined the ways that students can learn (or not learn) from acting as both a reviewer and a receiver in a feedback group. This qualitative case study focused on the peer feedback experiences and practices of five groups of Chinese EFL university students and explored their perceptions of learning from giving and receiving feedback and the factors that meditated their learning. Data were collected from multiple sources, including drafts of essays, peer feedback, semi-structured interviews, video recordings of peer feedback activities and stimulated recall sessions. The findings showed that the participants perceived different levels of learning from giving and receiving peer feedback and displayed four distinct patterns of value placement: benefit from both giving and receiving feedback, benefit from receiving feedback only, benefit from neither giving nor receiving feedback and benefit from giving feedback only. The participants’ learning was mediated by four factors: engagement with evaluation criteria, motivation for peer feedback, within-group differences in writing ability and group dynamics. Situated in an authentic L2 writing context at the tertiary level, this study provides insights into the ways that students learn from (or do not learn from) giving and receiving feedback and the potential factors that promote or limit students’ learning from the reciprocal peer feedback process.

KeywordPeer Feedback Peer Interaction Writing Assessment Writing Evaluation
DOI10.1016/j.stueduc.2019.08.001
URLView the original
Indexed BySSCI
Language英語English
WOS Research AreaEducation & Educational Research ; Psychology
WOS SubjectEducation & Educational Research ; Psychology, Educational
WOS IDWOS:000499736300011
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Cited Times [WOS]:4   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorShulin Yu
Affiliation1.School of Foreign Languages,China West Normal University,Nanchong,China
2.Department of Linguistics and English Language,Lancaster University,Lancaster,United Kingdom
3.Faculty of Education,University of Macau,Taipa,Room 3007, E33, Av. da Universidade,China
Corresponding Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Zhenhao Cao,Shulin Yu,Jing Huang. A qualitative inquiry into undergraduates’ learning from giving and receiving peer feedback in L2 writing: Insights from a case study[J]. Studies in Educational Evaluation,2019,63:102-112.
APA Zhenhao Cao,Shulin Yu,&Jing Huang.(2019).A qualitative inquiry into undergraduates’ learning from giving and receiving peer feedback in L2 writing: Insights from a case study.Studies in Educational Evaluation,63,102-112.
MLA Zhenhao Cao,et al."A qualitative inquiry into undergraduates’ learning from giving and receiving peer feedback in L2 writing: Insights from a case study".Studies in Educational Evaluation 63(2019):102-112.
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