Effectiveness of Teacher and Peer Feedback : Through the Lens of Korean Tertiary Writing Classroom

Jeongyeon Park 아시아영어교육학회 2018 The Journal of Asia TEFL Vol.15 No.2

This classroom-based research attempted to explore whether teacher and peer feedback can be effectively implemented in an EFL writing classroom at the tertiary level. Characteristics of teacher and peer feedback, students’ use of feedback along with perceived usefulness, and complementing effects of teacher and peer feedback were analyzed. Twenty students enrolled in an academic writing course participated in the study. Students engaged in drafting, revising, and editing stages of writing under the process approach. Data gathered were essay drafts, a survey on teacher and peer feedback, and interviews. The study found that teacher and peer feedback included various categories (e.g., identification, suggestion) and areas (e.g., thesis, organization) of feedback, yet teacher feedback was more balanced than peer feedback. Students found both teacher and peer reviews helpful and recognized the benefits of each, but they favored and incorporated more of the teacher feedback. The interviews, however, revealed that most students appreciated peer feedback because they could learn new perspectives and expressions. Students also felt less obliged to accept all of peers’ comments, compared to teachers’ feedback, leading them to critically evaluate their usefulness. Active verbal interactions and in-depth trainings were suggested to make both types of feedback more meaningful.

Effectiveness of Teacher and Peer Feedback: Through the Lens of Korean Tertiary Writing Classroom

박정연 아시아테플 2018 The Journal of Asia TEFL Vol.15 No.2

This classroom-based research attempted to explore whether teacher and peer feedback can be effectively implemented in an EFL writing classroom at the tertiary level. Characteristics of teacher and peer feedback, students’ use of feedback along with perceived usefulness, and complementing effects of teacher and peer feedback were analyzed. Twenty students enrolled in an academic writing course participated in the study. Students engaged in drafting, revising, and editing stages of writing under the process approach. Data gathered were essay drafts, a survey on teacher and peer feedback, and interviews. The study found that teacher and peer feedback included various categories (e.g., identification, suggestion) and areas (e.g., thesis, organization) of feedback, yet teacher feedback was more balanced than peer feedback. Students found both teacher and peer reviews helpful and recognized the benefits of each, but they favored and incorporated more of the teacher feedback. The interviews, however, revealed that most students appreciated peer feedback because they could learn new perspectives and expressions. Students also felt less obliged to accept all of peers’ comments, compared to teachers’ feedback, leading them to critically evaluate their usefulness. Active verbal interactions and in-depth trainings were suggested to make both types of feedback more meaningful.

동료 피드백 활동과 교직희망동기가 예비교사들의 교사효능감에 미치는 영향

강숙희(Kang, Sook-Hi) 한국교육방법학회 2010 교육방법연구 Vol.22 No.3

본 연구의 목적은 모의수업에 대한 예비교사들의 동료 간 피드백 활동과 교직희망동기가 이들의 교사효능감에 영향을 미치는지를 알아보는 것이다. 이를 위해, 본 연구는 동료 피드백 활동 여부와 교직희망동기 유형을 독립변인으로, 교사효능감을 종속변인으로 설정하였으며, 수도권에 위치한 한 대학교에서 교직과정을 이수하고 있는 67명의 예비교사들이 실험에 참여하였다. 연구 결과, 동료 피드백 활동을 수행한 실험집단이 통제집단에 비해 교사효능감이 통계적으로 유의미하게 향상된 것으로 나타났으며, 내재적 동기를 가진 예비교사들이 외재적 동기를 가진 예비교사들에 비해 교사효능감이 높은 것으로 나타났다. 또한, 동료 피드백 활동과 교직희망동기 유형 간에는 상호작용 효과가 없는 것으로 나타났다. 즉, 동료 피드백 집단에 속한 예비교사들은 동기 유형에 관계없이 통제집단에 비해 교사효능감이 향상된 것으로 나타났다. 본 연구는 예비교사 교육과정에서 모의수업에 대해 동료피드백을 주고받는 활동이 예비교사들의 교사효능감을 높이기 위한 하나의 교육방법으로 활용될 수 있음을 시사해주고 있다. The Purpose of this study is to find out whether peer feedback activities can enhance teacher efficacy of pre-service teachers. Peer feedback activities included providing feedback to other pre-service teachers' instruction and receiving feedback from peers. For this purpose, 67 pre-service teachers in 2 classes participated in this study. Each class was randomly assigned into one of the two conditions: peer feedback and control condition. Pre- and post-teacher efficacy tests were administered and the reasons why they want to be teachers were identified. The results of the study indicated that pre-service teachers' teacher efficacy level of the peer feedback group was significantly higher than that of the control group. Also, those pre-service teachers with intrinsic motivation in choosing teaching career showed higher level of teacher efficacy than those with extrinsic reasons for their career choice. Finally, no interaction effect was found between peer feedback activities and motivations. That is, pre-service teachers belonging to the peer feedback group showed higher level of teacher efficacy than those belonging to the control group regardless of their motivation for wanting to be teachers. This study suggests that peer feedback activities can be employed as an effective strategy for enhancing pre-service teachers' teacher efficacy.

Exploring Multiple Feedback Methods in a Korean EFL Writing Class

Cha, Yoon Jung,Park, Laura Eunae 이화여자대학교 교과교육연구소 2010 교과교육학연구 Vol.14 No.2

The purpose of this study was to investigate effective and efficient feedback methods in an EFL writing classroom. The participants of the study were 24 students enrolled in an advanced English composition class at a university in Korea. The students exchanged peer feedback in small groups and each group was asked to write an argumentative essay on the same topic and exchange both written and oral feedback with their peers based on the guidelines provided on the peer feedback form. Then, the participants received both written and oral feedback from the instructor. The participants wrote three drafts altogether: first draft, second drafts based on the peer feedback, and the final versions revised according to teacher feedback. A paired t-test indicated that after receiving feedback from peers, the participants' revisions had significantly improved in terms of both holistic and analytic measurements; furthermore, significant differences were also found in the final versions revised after the teacher feedback using the same analysis. Additionally, the current study closely examined the participants' samples to illustrate the different ways of revisions made by the students, and to show the differences between the peer and teacher feedback. This study clearly shows that using different kinds of feedback methods (oral and written; peer and teacher) in the appropriate writing stages may lead to improvement of Korean EFL learners' writing. 본 연구는 EFL 쓰기 교실에서 사용할 수 있는 효율적이고, 효과적인 피드백 방법에 대해 연구를 하였다. 이 연구의 참여자는 한국의 한 대학교에서 고급영어작문을 선택한 24명의 대학생이다. 학습자들은 소그룹별로 한 가지의 동일한 주제를 놓고 자신의 의견을 주장하는 작문 (argumentative essay)을 작성하도록 하였고, 그 이후, 교사가 제시해준 동료 수정을 위한 피드백 확인 리스트 (peer feedback form)를 바탕으로 구두 (oral) 와 문자언어 (written)로 동료 피드백 (peer feedback)을 받았다. 그 이후, 교사가 구두와 문자언어로 교사 피드백 (teacher feedback)을 제시하였다. 즉, 학습자들은 총 세 번의 과정을 거치며 본인의 작문을 완성 하였다. 처음에 초고를 쓰고, 그 다음, 동료 수정을 받아 2차 수정본을 쓰고, 마지막으로, 교사수정을 통해, 완성본을 썼다. 세 편의 글은 모두 총체적 점수와 분석적 점수로 평가하였다. 분석적 점수는 전부 여섯 가지 항목으로 분석하였다. t-검정 결과, 첫 번째 초고와 동료 피드백을 받고 수정한 두 번째 초고사이에 유의한 차이가 있었고, 또한, 교사피드백을 받고 작성한 2차 수정본과 완성본 사이에서도 유의한 차이가 있었다. 그리고, 이 연구는 학생들이 실제적으로 어떤 부분을 어떻게 수정을 했는지에 대해서도 질적으로 예시를 제시하였다. 이 질적인 예시를 통해 동료 피드백과 교사 피드백이 학습자들의 작문에 어떤 영향을 미쳤는지도 보여 주었다. 마지막으로, 이 연구는 적절한 쓰기활동의 단계에 다양한 피드백 방법의 사용이 한국 EFL 학습자들의 쓰기활동에 향상을 가져올 수 있다고 하는 교육적인 시사점을 제시하였다.

초등 고학년의 또래지지와 또래 피드백 태도의 관계: 교사-학생관계의 매개효과

김기쁨,임효진 한국청소년학회 2024 청소년학연구 Vol.31 No.2

The purpose of this study is to examine the relationship between peer support, teacher-student relationship, and feedback attitude in peer feedback. Also, this study aims to investigate the mediating effect of the teacher-student relationship on the relationship between peer support and feedback attitude in peer feedback. A total of 399, 5th- and 6th-grade elementary school students in a metropolitan area participated in a survey. A confirmatory factor analysis and structural equation modeling were conducted by using R programs. The results of the analysis are as follows. First, the results of examining the relationship between peer support and teacher-student relationship showed that peer support had a statistically significant direct effect on teacher-student relationship. Also, peer support directly positively predicted all components of feedback attitude. Second, the mediating effect of the teacher-student relationship between peer support and feedback attitude was statistically significant. The results showed that, in all paths, peer support predicted feedback cognition, feedback emotions, feedback emotional regulation, and feedback behavior through the teacher-student relationship.

다양한 종류의 피드백이 영어작문 향상에 미치는 효과

김양희(Kim, Yanghee),주미진(Joo, Mijin) 한국영어어문교육학회 2010 영어어문교육 Vol.16 No.4

There is disagreement, among researchers, on the benefits of corrective feedback on L2 learners' written output. Some scholars advocate the usefulness of corrective feedback while some claim that error correction is ineffective and even harmful. So far, however, research outcomes cannot settle this debate. Based on this debate, this study examines whether there is a difference among diverse types of feedback on the effects of L2 learners' writing improvement. This study found that teacher’s direct feedback was more effective than any other types of feedback on the effect of participants' writing improvement. In particular, teacher's direct feedback helped their improvement on grammar, mechanics, and form. Among the types of peer feedback, self-correction was the most effective. In teacher feedback, form-focused feedback had more effects than content-focused feedback, but no difference with regard to peer feedback. In addition, teacher's content-focused feedback was more effective than peer's content-focused feedback. Overall, in all types of feedback, teacher feedback was more effective than peer feedback. However, direct (form-focused) feedback was the most effective in teacher feedback, and self-correction in peer feedback. The least effective feedback in both teacher and peer feedback was indirect (form-focused) feed back, which is simple underlining of errors.

교수피드백과 동료피드백에 대한 예비초등영어교사의 인식 조사

정영숙(Jung Yung Suk) 한국초등영어교육학회 2015 초등영어교육 Vol.21 No.4

This study explored pre-service elementary teachers' perception about teacher feedback and peer feedback on their English lesson plans and micro-teaching demonstrations. A questionnaire was developed and administered to 72 pre-service elementary teachers from the programs of ethical education, computer education, and social studies education who were taking a required English microteaching course in the spring of 2015. Major findings of the present study are as follows: 1) the participants' perception about the needs and effects of feedback from their professor regarding their lesson plans and micro-teaching demonstrations was very positive while their perception about those of peer feedback was rather negative due to the lack of English competence and interest of their peers in giving feedback; 2) most participants wanted to receive feedback through email from their professor rather than having a face-to-face conference with her; 3) they preferred direct feedback which includes clearly written correction in their lesson plan file to indirect feedback which requires them to self-correct errors; and 5) the participants tended to prefer anonymous peer feedback to identifiable feedback because they believed that negative comments through identifiable feedback would ruin a good relationship between classmates. Finally, suggestions for effective teacher feedback and peer feedback for pre-service elementary English teachers were provided.

Korean EFL high school learners`` perceptions of interaction in a collaborative writing activity according to different types of feedback

( Byuyngtae Goo ),( Hikyoung Lee ) 한국중등영어교육학회 2015 중등영어교육 Vol.8 No.2

This study explores EFL high school learners`` perceptions towards interaction with peers and their teacher in a collaborative writing activity after receiving differential feedback. Forty-five participants equally divided into three English writing classes were given different types of feedback during a group writing activity: peer feedback, teacher direct feedback, and teacher indirect feedback. A survey which examined the participants`` perceptions toward interaction influenced by the particular type of feedback was administered. Results of statistical analyses showed that peer feedback induced students to have a positive attitude toward intra- and inter-group interaction with peers. Teacher direct feedback was found to inhibit group interaction and render students dependent on their teacher. However, similar to peer feedback, teacher indirect feedback encouraged students to increase intra- and inter-group interaction. The results imply that a combination of peer feedback and teacher indirect feedback could be an effective means to foster English writing in Korean secondary school English writing classes.

Korean EFL high school learners' perceptions of interaction in a collaborative writing activity according to different types of feedback

구병태,이희경 한국중등영어교육학회 2015 중등영어교육 Vol.8 No.2

This study explores EFL high school learners' perceptions towards interaction with peers and their teacher in a collaborative writing activity after receiving differential feedback. Forty-five participants equally divided into three English writing classes were given different types of feedback during a group writing activity: peer feedback, teacher direct feedback, and teacher indirect feedback. A survey which examined the participants' perceptions toward interaction influenced by the particular type of feedback was administered. Results of statistical analyses showed that peer feedback induced students to have a positive attitude toward intra- and inter-group interaction with peers. Teacher direct feedback was found to inhibit group interaction and render students dependent on their teacher. However, similar to peer feedback, teacher indirect feedback encouraged students to increase intra- and inter-group interaction. The results imply that a combination of peer feedback and teacher indirect feedback could be an effective means to foster English writing in Korean secondary school English writing classes.

Exploring Multiple Feedback Methods in a Korean EFL Writing Class

차윤정,박은애 이화여자대학교 교과교육연구소 2010 교과교육학연구 Vol.14 No.2

The purpose of this study was to investigate effective and efficient feedback methods in an EFL writing classroom. The participants of the study were 24 students enrolled in an advanced English composition class at a university in Korea. The students exchanged peer feedback in small groups and each group was asked to write an argumentative essay on the same topic and exchange both written and oral feedback with their peers based on the guidelines provided on the peer feedback form. Then, the participants received both written and oral feedback from the instructor. The participants wrote three drafts altogether: first draft, second drafts based on the peer feedback, and the final versions revised according to teacher feedback. A paired t-test indicated that after receiving feedback from peers, the participants' revisions had significantly improved in terms of both holistic and analytic measurements; furthermore, significant differences were also found in the final versions revised after the teacher feedback using the same analysis. Additionally, the current study closely examined the participants' samples to illustrate the different ways of revisions made by the students, and to show the differences between the peer and teacher feedback. This study clearly shows that using different kinds of feedback methods (oral and written; peer and teacher) in the appropriate writing stages may lead to improvement of Korean EFL learners' writing.