Capturing learners’ responses to computer-mediated peer-feedback in English Proficiency
(2018) the Third International Conference on Language Education and Testing — Location: University of Antwerp (26.November.2018)
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- Group massification and blended learning methods are forcing language practitioners to revisit the issue of student independent learning. Peer-feedback, aka peer review/editing/assessment (Yu & Lee, 2016: 461), is widely implemented in today’s educational landscape. It aims to develop crucial competencies in text revision and editing. Next to traditional pen-and-paper forms of peer-feedback, computer- mediated peer-feedback (Yu & Lee, 2016: 469) is now steadily gaining ground. Yet, little is known to- date about the range of emotions that are induced by this type of feedback. The current paper addresses this issue and aims to measure English as a Foreign Language (EFL) learners’ emotional attitudes towards online peer-feedback carried out via the D-PAC tool (Digital Platform for Assessment of Competences1) which was jointly developed by the Universities of Antwerp and Gent (Belgium). To capture EFL learners’ responses to online peer-feedback, we developed a questionnaire which aimed to tap into learners’ emotional responses to computer-mediated peer-feedback. The informants were 64 second-year students from the University of Antwerp taking part in the English Proficiency 4 course. The data indicate a rather mixed picture when it comes to student attitudes to (online) peer-feedback. A wide spectrum of emotions seems to be generated by computer-mediated peer-feedback, including for instance ‘delight’, ‘curiosity’, ‘frustration’, ‘anxiety’, ‘boredom’, etc. On a scale of 1 to 5, students mostly rated computer-mediated feedback as being a 4 (rather useful) or a 3 (neither useful nor useless), with a minority ranking it as a 2 (somewhat useless). In the discussion we will, among others, address how these results relate to students’ level of proficiency level, motivation for the program and the course, and the quality of social interaction in the group.
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Thewissen, J. (2018). Capturing learners’ responses to computer-mediated peer-feedback in English Proficiency. the Third International Conference on Language Education and Testing, University of Antwerp. https://hdl.handle.net/2078.5/170374