Students’ perspective toward anonymous peer feedback in online writing classes
Bibliographic Data
| ID | 21632808 |
|---|---|
| Authors | Kuang-yun Ting (0000-0002-0564-9592, National Penghu University of Science and Technology, corresponding author) |
| Year | 2024 |
| Volume | 32 |
| Issue | 8 |
| Pages | 4458-4468 |
| Publication date | 2024-09-13 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2023.2201322 |
| OpenAlex | W4366293002 |
| Language | EN |
| Citations received | 2 |
| References cited | 37 |
Feedback in online learning is essential to improve both teaching and learning. In peer feedback, students discuss their work and the various problems they encounter in their writing. However, learners may not receive constructive feedback if their classmates have lower writing proficiency. Therefore, anonymous peer feedback training was applied in the writing class to improve the problem of peer feedback during the COVID-19 pandemic. This study first reviews the implementation of peer feedback, particularly with regard to challenges. Subsequently, it describes how anonymous peer feedback is implemented in writing courses. This study explores student attitudes toward anonymous peer feedback and their own ability to provide peer feedback. Meanwhile, it investigates the effect of anonymous peer feedback have on student writing proficiency in the EFL classroom. The 46 participants in this study comprised English department university undergraduates of differing seniority. They attended a weekly 2-hour writing course for a period of 18 weeks. During the experimental teaching, students who participated in anonymous peer feedback-based learning held more positive attitudes toward anonymous peer feedback. Finally, the study discusses student perceptions of anonymous peer feedback in writing courses
Academic integrity · Anonymity · Higher education · Mathematics education · Peer feedback · Peer review · Perception · Second language · Second language writing · Computer Science · Higher Education Practises and Engagement · Innovative Teaching Methods · Psychology · Social Psychology · Student Assessment and Feedback
Do Secondary L2 Writers Benefit from Peer Comments?
Student Peer Assessment in Higher Education
The Contribution of Written Corrective Feedback to Language Development
Exploring student engagement with peer feedback on L2 writing
Students’ attitude to peer assessment process
Peer feedback and teacher feedback
A model of factors influencing in-service teachers’ social network prestige in online peer assessment
Making internal feedback explicit
Does peer assessment promote student learning? A meta-analysis
Online peer feedback on video presentations
Developing a learning-centred framework for feedback literacy
An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading
The role of anonymity in peer assessment
Peer feedback on academic writing
A comparison of peer, teacher and self-feedback on the reduction of language errors in student essays
Learners' flow experience during peer revision in a virtual writing course during the global pandemic
The development of student feedback literacy
Feedback on second language students' writing
Teacher written corrective feedback
Error feedback in L2 writing classes
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |