This dissertation uses a mixed methods design to explore the process of EFL students' writing and peer review, setting up a paradigm of peer compared to self review, with teacher support. The findings that surfaced were identified in themes, with the most overarching theme being that the value of peer review came not from the actual feedback that the peers gave each other, but rather from the collaborative process of peer review. Students who were actively engaged in peer review often did not take the exact advice given, but the process of exchanging feedback followed by face-to-face discussion prompted them to think of new ideas of their own that they incorporated into their revisions. The following findings are related to this major one. (1) Both the writing proficiency of the student writers and the understanding they have of the feedback given have a symbiotic relationship and greatly affect how they apply feedback. In this study, students at higher writing proficiencies tended to include some abstract feedback, but regardless of the students' writing levels, their partners' were able to make revisions at their own level of proficiency. (2) Both peer and self reviewing students made revisions based more on their own inspirations and ownership of ideas rather than on the exact advice exchanged between partners. Often, students developed and incorporated ideas that appeared to be generated from the peer feedback and discussion, pointing to the significance of peer collaboration and discussion in the writing process. (3) Although previous studies have suggested that non-native speakers' tendency to give feedback on grammatical issues as a drawback, the in-depth examination here reveals a more positive perspective. Even when comments, such as regarding grammar, were rated as "incorrect," students were often able to make positive changes, such as rewording or reorganizing. The results brings insights to the impact of abstract feedback for varying proficiency levels, ownership of ideas, internalization of concepts, and interdependence in the collaborative peer review process within a Vygotskian framework of concept development and the ZPD. Implications for research, writing program administrators, and writing instructors are identified.

MÍSAŘOVÁ, A. (2019). Peer-feedback in inquiry-based education in biology lessons at lower-secondary level. Diploma thesis. Faculty of Education, University of South Bohemia in Ceske Budejovice. 46 pp. This thesis deals with the use of formative assessment methods in inquiry-based education. Particularly, it is focused on the peer-feedback in which the students provide the written feedback to their classmates. The objective of the thesis is finding if the lower-secondary level students are able to provide quality and adequate feedback to their classmates. The process of the peer-feedback was incorporated into the realization of inquiry-based tasks focused on the water regime of the plants. In the beginning, the students created a proposal solution protocols for the given tasks; then the protocols were collected and given away by codes to the other students for the assessment and provision of the written feedback. After the end of the research, the interview was done with the chosen students to obtain their subjective opinions on the process of the peer-feedback. The found results have shown that the majority of the students was able to provide adequate feedback. The feedback quality depended on what part students had an assessment. The students mostly tried to provide adequate advice which led to the improvement of the protocol content, but there were found a few protocol quality decreasing advice also. In these cases, the students did not acceptthis advice. The biggest problem for the students was the assessment of the chosen tools. In the none protocol were the tools correctly chosen, so the result was that the evaluating students were not sure of the correct solution. The research has been proven that peer-feedback can be the useful method of the formative assessment which is easy to incorporate to the various biology lesson tasks, mainly to the inquiry-based activities. The main potential of this assessment method is that the students formulate the feedback with their words and that makes it easier to understand to the particular problematics. During the protocols assessment, the students also have the possibility to compare and look to the other protocols, find their own mistakes and take an edification.

The educational community is increasingly concerned about the limitations of traditional teacher education programs to support teachers&rsquo / professional development. Beside the theoretical knowledge, the importance of the experience cannot be debated. The main problem of the teacher education institutions is that they fail to close the gap between the theoretical principles taught in the faculties of education and the experiences of teachers in the classrooms. Microteaching is the most popular method to prepare the PSTs for real-world teaching profession. However, literature showed that there are some barriers that PSTs face during the microteaching process, including limited and unreflective peer-feedback (Huang, 2001). In order to facilitate PSTs&rsquo / peer-interaction and reflective thinking during their microteaching process, a web-based video analysis environment was designed. In addition, in teacher education observation has a critical place. The purpose of this study is to examine the effects of question prompts embedded within this environment on PSTs&rsquo / reflective thinking and self-efficacy levels. For this purpose, a true experimental study was designed and applied. 55 pre-service teachers were enrolled in this study. First finding of this study is that the use of question prompts embedded in a web-based video analysis system have a positive significant effect on pre-service teachers&#039 / reflective thinking level. Second finding of this study is that the use of question prompts embedded in a web-based video analysis system did not have a significant effect on pre-service teachers&#039 / self-efficacy. However, there was a significant linear trend indication for all types of self-efficacy factors for both control and experimental group over the time. For both groups this linear trend showed that self-efficacy scores of instructional strategies, classroom management, and student engagement developed over the time.

While studies have shown that teacher and peer feedback are beneficial to students, research has also found that teachers can appropriate students' texts in their feedback, taking away authorship in the process (Brannon & Knoblauch, 1982; Goldstein, 2004). The present study addressed the type of written feedback that I gave my ESL composition students and the type of feedback they gave each other during the writing process, and it examined their responses to the feedback they received. As the response stance taken when providing feedback is a determiner of the level of control the feedback conveys (Straub & Lunsford, 1995), I investigated the stances that both I and my students took while providing feedback. Since my goal had been to avoid text appropriation, I wanted to learn if I was successful in taking a less controlling stance in the feedback that I gave to my students. In addition, I wanted to discover whether the stance my students took while giving feedback would change over the course of the semester. Further, I used a consciousness-raising pedagogical tool — the Cover Sheet — to examine the responses of the students to the feedback to determine if they thought critically about the feedback they had received. At the end of the study, I discovered that my intention to only provide feedback that was not considered controlling was too idealistic and that at least for ESL students, it is easier to understand feedback if it is more direct. Additionally, I found that those students who had an easier time understanding the feedback I gave them and used it to revise their papers ended up getting a higher grade in the course.

本研究的主要目的在探討研究者所發展的「同儕回饋」作文教學模式對於高中生作文表現之影響。「同儕回饋模式」主要根據寫作認知歷程模式與社會互動模式，並結合同儕互評之相關研究為核心所建構而成。 本研究以新竹縣某國立高中二年級三個班級為研究對象，採準實驗研究設計中的不等組前後測設計，教學實驗共實施十一週。第一類組與第二類組的班級採取「同儕回饋」作文教學，第三類組的班級為「範文寫作」教學；其中「同儕回饋」作文教學包含「接受回饋」與「給予回饋」兩種實驗處理。 資料蒐集後進行統計分析，並以學生作品作為分析之參照，分別簡述如下： 1.以前測為共變項，將前測差異影響予以排除後，進行共變數分析，以了解自變項對依變項後測的影響。 2.根據受試者在教學實驗後所知覺到的作文表現情況進行回饋問卷調查，並對不同組別在各問題進行平均數差異檢定。 本研究之結果如下： 1.接受回饋與給予回饋組之整體作文表現的提升顯著優於範文寫作組，且給予回饋組在自我知覺「作文表現能力的提升」亦高於範文寫作組。 2.同儕回饋中接受回饋組與給予回饋組在整體作文表現的提升無顯著之差異。 3.以班級而言，第一類組同儕回饋在作文表現的提升是最為顯著。 4.以作文表現「組織結構」而言，第二類組學生對於「給予回饋」的提升效果是優於「接受回饋」實驗處理。 研究結果顯示，在高中階段的作文教學中應用「同儕回饋」模式對於學生作文表現有正面之影響，良好的同儕互動與有品質的同儕回饋意見將促使學生投入學習活動之中，進而提升在作文上的表現。 關鍵字：同儕回饋、範文寫作、作文表現 / The main purpose of this study was to explore the effects of the “peer feedback writing instruction model” developed by the researcher on the writing performance of senior high school students. This peer feedback model was constructed based on the cognitive processing writing model and the the social interaction model, and some peer evaluation theories. The teaching experiment lasted for eleven weeks, in which the quasi-experimental nonequivalent pretest-posttest theories were applied. Participants were juniors in three different classes of a national senior high school in Hsin-Chu County. Students in Class One and Class Two participated as the peer-feedback group, which was further divided into two subgroups: the feedback-receiving group and the feedback-giving group. Students in Class Three participated as the control group, which was also the model-essay group. Listed below were analyses of the experimental data with reference to students' writings: 1.In the experiment, the pretest was set as covariance. To investigate the influence of independent variable on the dependent variable(posttest) , one-way ANCOVA statistics was conducted after exclusion of pretest-difference. 2.After the teaching experiment, a feedback-questionnaire survey on how the participatns perceived their writing performance is carried out. One-way ANOVA is applied for every question among different groups. The results of the study were as follows: 1.Overall writing performance of students in the feedback-receiving and feeback-giving groups was significantly better than the model-essay group. For self-perception of the improvement in writing ability, the feedback-giving group also scored higher than the model-essay group. 2.In terms of improvement in overall writing performance, no significant difference was found between the feedback-receiving and feedback-giving groups. 3.Classwise, Class One benefited most from peer-feedback and hence made the most improvement in writing performance. 4.As far as structure organization in writing is concerned, Class Two students in the feedback-giving group performed better than students in the feedback-receiving group. The study results showed that the peer feedback model has a positive effect on the writing performance of senior high school students. Peer interaction and peer feedback of good quality stimulate students into learning, and hence improve their writing performance. keywords:peer feedback、writing with model essay、 writing performances

This systematic literature review investigates peer feedback in EFL education. Findings on practices, effects and teacher- and student perceptions of peer feedback are drawn together and thereby a multifaceted understanding of the phenomenon in EFL-related research is offered. The purpose of the study is to review and systematize previous research in order to enhance the understanding of peer feedback practices, effects and perceptions. Ten articles of practices, effects and perceptions were selected for this systematic literature review. The findings indicate that peer feedback is effective as it contributes to students’ written and oral L2 development. Organized feedback from teachers is more effectful as it gives learners clear instructions of what to focus on. Therefore, the teacher has an important role in peer feedback practices in order to make it as efficient as possible. Teacher- and student perceptions were both positive and negative. Teachers reported learners’ ability to identify errors in peer’s performance as a benefit. Yet, lack of knowledge, incompatibility with the educational system and learners’ low proficiency level were reported motives for not using peer feedback in their EFL classroom. Students perceived peer feedback as useful as it improved their L2 learning. Organized peer feedback was particularly highlighted. Lack of confidence due to limited proficiency level, interpersonal relationships, motivation and time were reported as difficulties in peer feedback practices. Further research in the field of the teacher role in peer feedback is requested.

Standardized test data from a southern suburban elementary school showed lagging student scores behind those of students from similar settings. These scores suggested a disconnection between teachers' understanding of and practice in formative assessment. Bloom's revised taxonomy, backward design planning theory, and differentiated learning theory guided this study, which focused on how elementary teachers use formative strategies in the classroom to inform instruction. Data collected through face-to-face interviews from 10 teachers were transcribed and organized in codes and themes. Member checks were then used to ensure credibility of interpretations. The key results showed that these 10 teachers used many formative assessment strategies with their students, yet they were unfamiliar with backward design theory and did not use peer feedback or self-assessment as strategies. The proposed project focused on providing professional development in 3 modules addressing professional learning community norms, backward design theory unit planning, and strategies for peer feedback and student goal setting. This project may lead to positive social change by empowering teachers to design curriculum and assessment with authentic learning experiences and providing students with goal-setting strategies to become responsible for learning. The project's positive social change may lead to this school and district closing the identified achievement gap. It is recommended that further research on teacher perception of formative assessment should include more elementary and middle schools.

This mixed methods research study centers on learner-learner interactions; thus, contributing to the on-going investigation within negotiation and interaction, computer-mediated-communication and its role in second language learning. The specific aim was to investigate corrective feedback types, incidences, and the relationship between error and feedback type among peers within online synchronous environments in EFL classes in Slovenia, Europe. Interactional characteristics of corrective feedback with learners having a documented special need (SN) also were explored using qualitative analyses. The study encompassed 208 students that were randomly placed into 104 dyads within intact classes of Grades 7, 8, 10, and 11. There were 32 dyads in Grade 7, 16 dyads in Grade 8, 24 dyads in Grade 10, and 32 dyads in Grade 11. Three participants had a documented special need. Quantitative analysis did not reveal statistical significant difference in the incidence of corrective feedb feedback and grade level, the relationship among the type of corrective feedback and grade level, or the relationship between learner error and type of corrective feedback across grade levels. Corrective feedback types were similar to those studied in traditional classroom research (i.e., explicit corrections, recasts, negotiation of form). However, descriptive statistics and qualitative analyses revealed conversational techniques that are specific to text-based online discourses providing insight into interactional characteristics among interactants within a discourse environment that differs both from speech and written texts. Consequently, an additional corrective feedback type emerged from the data, coded as feedback request. The most frequent corrective feedback type provided was explicit corrections. Frequency data revealed that corrective feedback tended to decrease as the grade level increased. Data with SN learners indicated distinctive discourse techniques.Overall, low incidences of corrective feedback and error types might have been affected by the learner's developmental levels, social readiness, and/or psychological readiness (Oliver, 1998), as well as the learner's individual conversational styles and socio-cultural factors. Consequently, further research is warranted in examining these factors. In addition, longitudinal studies are warranted in examining whether online negotiated work lead towards L2 acquisition. Finally, the role of phantom corrective moves when coding qualitative online text data also need to be examined further.

I arbetets inledning presenterades att lärare kunde finna svårigheter med implementering av kamratåterkoppling i undervisningen. Studiens syfte var att uppnå en fördjupad förståelse angående lärares undervisning i kamratåterkoppling för grundskoleelevers skrivutveckling, samt vilken påverkan kamratåterkoppling gav på elevers skrivutveckling. De frågeställningar som examensarbetet utgick ifrån var: Hur undervisar lärare för kamratåterkoppling i grundskoleelevers skrivutveckling? samt Vad kan förklara hur kamratåterkoppling påverkar elevers skrivutveckling? Metoden för arbetet var en litteraturstudie. Data samlades in genom systematiska samt manuella sökningar. Sökningarna resulterade i elva vetenskapliga artiklar som analyserades med hjälp av tematisk analys. Resultatet av studien visade att lärare kunde undervisa i kamratåterkoppling genom att modellera, använda tydliga utvärderingskriterier, implementera olika undervisningsstrategier samt ge elever tid att öva. Resultatet visade också att kamratåterkoppling hade en påverkan på elevers skrivutveckling i form av ökad förståelse i skrivförmågan. Dessutom påvisades sidoeffekter av implementeringen i form av att elever ökade sin kommunikativa förmåga och motivation till skrivning.

This research explores the affective responses of five upper-secondary English ESL/EFL students using computer-mediated peer feedback (CMPF), in a writing assignment. The pragmatic approach to the research makes use of a thematic analysis using, motivation, anxiety, attitude, and self-confidence. These themes were extrapolated from Krashen’s Affective filter theory because they are hypothesized to affect second language acquisition. Additionally, the four themes offer a pragmatic framework for exploring student’s affective experiences. The primary data was collected through a series of semi-structured interviews. The interviews were recorded and transcribed to create the primary data. The participants reveal that their learning environment was characterized by distinctly, positive affective responses, low affective filters and favorable conditions for second language acquisition. It is noteworthy that the lack of real time communication alleviated communication apprehension, but also contributed to test anxiety and fear of negative evaluation. The minor negative affective responses documented in the study were offset by consistent and constant use of both the computer mediated learning platform, and peer feedback. The results of this study are worth consideration for academics and professionals who are interested in how affective responses impact second language acquisition.