Peer Assessment and Video Feedback for Fostering Self, Co, and Shared Regulation of Learning in a Higher Education Language Classroom
Bibliographic Data
| ID | 22166572 |
|---|---|
| Authors | Rebecca Clayton Bernard (0000-0001-7324-1882, Université de Bretagne Occidentale, corresponding author), Gilles Kermarrec (0000-0002-1907-8065, Université de Bretagne Occidentale) |
| Year | 2022 |
| Volume | 7 |
| Publication date | 2022-04-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2022.732094 |
| OpenAlex | W4223979440 |
| Language | EN |
| Citations received | 3 |
| References cited | 37 |
Self-regulated learning includes the cognitive, metacognitive, behavioral, motivational, and affective aspects of learning. The conceptualization of self and socially regulated learning has recently received much attention and peer assessment has been found to increase the use of metacognitive activity. The present exploratory qualitative study aimed to identify self-, co-, and socially shared regulatory processes in an oral English as a Foreign Language task. The regulatory activity deployed by 10 learners was studied within the context of a peer assessment task using an assessment form paired with video feedback in the context of an English language classroom at a French university. These interactions were filmed and discussed in individual self-confrontation interviews which were analyzed through inductive coding. Specific findings from the classroom setting shed light on existing gaps in the literature. First, students can gain confidence in their own skills through assessing their peers and activating regulatory processes both individually and as a group. Second, appropriate tools can increase co-regulated and socially regulated learning through the structuring of cooperative regulatory behaviors. Third, psychological safety appeared to be a propitious social context for supporting regulated learning (SRL, CoRL, and SSRL). We also shed light on the fact that adaptive regulatory strategies are present in oral (as well as written) English as a Foreign Language tasks. These results indicate the potential for learning situations based on video feedback used in conjunction with peer assessment and collaborative learning in order to develop regulatory behaviors in language learners
Cognition · Cognitive psychology · Collaborative learning · Conceptualization · Cooperative learning · Mathematics education · Metacognition · Teaching method · Computer Science · Educational and Psychological Assessments · Innovative Teaching and Learning Methods · Psychology · Student Assessment and Feedback
Rethinking Assessment in Higher Education
New Frontiers
Peer assessment as a collaborative learning activity
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
The Development of Academic Self-Regulation
Improving the effectiveness of peer feedback for learning
Fusing self-regulated learning and formative assessment
A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning
Self-Regulation, Co-Regulation, and Shared Regulation in Collaborative Learning Environments
Socially Shared Regulation of Learning
A Review of Self-regulated Learning
Analyzing Socially Shared Regulation of Learning during Cooperative Learning and the Role of Equal Contribution
Co-creating rubrics
Students' interpersonal perspectives on, conceptions of and approaches to learning in online peer assessment
The pursuit of quality in grounded theory
The Power of Feedback
Peer Assessment
Formative assessment and self-regulated learning
Grounded theory research
Les entretiens d'autoconfrontation et de remise en situation par les traces matérielles et le programme de recherche ' cours d'action
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |