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ERIC Number: ED560902
Record Type: Non-Journal
Publication Date: 2012-Jun
Pages: 33
Abstractor: As Provided
Reference Count: 29
Rethinking Peer Feedback on Written Assignments: Perspectives from Teachers and Students
Siu, Fiona Kwai Peng
Online Submission, Paper presented at the International Conference on "Economic, Education and Management" (2nd, Shanghai, China, Jun 1-2, 2012)
This study surveys the opinions of both teachers and students involved in the Year 1 course "University English" in the Language Centre at City University of Hong Kong. The survey involved 265 students and 37 teachers. The issues studied were: 1) how useful is peer and teacher feedback? And 2) how effective are direct vs indirect approaches to providing teacher feedback? The students fell into two groups: 1) those students required to correct their language errors based on prompts provided by teachers either by pencil and paper comments or through the online software program "turnitin" vs 2) those students whose language errors were corrected by teachers either by pencil and paper comments or by using the Microsoft system "Track Changes". Major finding across the student population showed that: 1) there was no significant difference between students favoring teacher feedback and those who considered teacher and student feedback to be equally useful; similarly, the teacher population showed null significance in their perceptions of teacher vs peer feedback. And 2) significantly more students preferred teacher corrections with brief explanations than students who preferred making corrections based solely on teacher prompts. The teacher population, however, favored the opposite alternative. Qualitative analysis of questionnaire responses showed the matters students and teachers encountered with direct and indirect approaches to correction. The following are appended: (1) Questionnaire (Student Version); and (2) Questionnaire (Teacher Version).
Publication Type: Reports - Research; Tests/Questionnaires; Speeches/Meeting Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong