Educational Technology International

The Korean Society for Education Technology (한국교육공학회)
권호 표지
DOI QR코드

DOI QR Code

Effects of Peer Feedback Types and Feedback Acceptance Levels on Academic Achievement in Middle School Project-based Learning

  • Received : 2019.02.26
  • Accepted : 2019.03.29
  • Published : 2019.04.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study aimed to investigate effects of peer feedback types and feedback acceptance levels on academic achievement in project-based learning. The participants were 70 middle-school students taking an English course. They were divided into corrective and suggestive feedback groups. These participants were asked to create user-created content (UCC) as an individual task and provide peer feedback on a peer's UCC in the same type of feedback group. Results showed that there were significant differences in academic achievement according to peer feedback types (corrective vs. suggestive) and feedback acceptance levels (high vs. low). In particular, the suggestive peer feedback group had higher academic achievement than the corrective peer feedback group. Moreover, the group with a high level of feedback acceptance gained higher academic achievement than the group with a low level of feedback acceptance. Moreover, there was an interaction effect between peer feedback types and feedback acceptance on academic achievement. These results indicate that peer feedback types and feedback acceptance should be considered for effective peer feedback activity. These findings provide practical implications for the design and implementation of peer feedback activity in project-based learning.

Keywords

References

  1. Anseel, F., & Lievens, F. (2009). The mediating role of feedback acceptance in the relationship between feedback and attitudinal and performance outcomes. International Journal of Selection and Assessment, 17(4), 362-376.
  2. Bardwell, R. (1981). Feedback: How does it function?. The Journal of Experimental Education, 50(1), 4-9.
  3. Blumenfeld, P. C., Soloway, E., & Marx, R. W. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3), 369-398.
  4. Ching, Y. H., & Hsu, Y. C. (2013). Peer feedback to facilitate project-based learning in an online environment. International Review of Research in Open and Distance Learning, 14(5), 258-276.
  5. Cho, K., Schunn, C. D., & Charney, D. (2006). Commenting on writing typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts. Written Communication, 23(3), 260-294.
  6. Cho, K., Schunn, C. D., & Wilson, R. W. (2006). Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives. Journal of Educational Psychology, 98(4), 891-901.
  7. Cho, Y. H., & Cho, K. (2011). Peer reviewers learn from giving comments. Instructional Science, 39(5), 629-643.
  8. Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1(1), 16-29.
  9. Falchikov, N. (1995). Peer feedback marking: Developing peer assessment. Programmed Learning, 32(2), 175-187.
  10. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
  11. Hayes, M., & Daiker, D. (1984). Using protocol analysis in evaluating responses to student writing. Freshman English News, 13, 1-5.
  12. Helle, L., Tynjala, P., & Olkinuora, E. (2006). Project-based learning in postsecondary education - theory, practice and rubber sling shots. Higher Education, 51(2), 287-314.
  13. Hyland, F. (1998). The impact of teacher written feedback on individual writers. Journal of Second Language Writing, 7(3), 255-286.
  14. Ilgen, D. R., Fisher, C. D., & Taylor, M. S. (1979). Consequences of individual feedback on behavior in organizations. Journal of Applied Psychology, 64(4), 349-371.
  15. Kim, M. (2011). Identifying types of peer feedback improving learners' illstructured task performance & developing their instructional strategies. The Korean Journal of Educational Methodology Studies, 23(4), 755-779.
  16. Korea Institute for Curriculum and Evaluation. (2016). Rubrics for performance test in English subject. http://performance.kice.re.kr/items/itemSrchSubject.do?searchType1=8&searchType2=2
  17. Kulhavy, R. W. (1977). Feedback in written instruction. Review of Educational Research, 47(2), 211-232.
  18. Lee, H. J., Hong, Y. I., & Son, J. Y. (2007). Effects of online feedback types among students on learning outcome in a blended e-learning environment. Journal of Educational Information and Media, 13(3), 131-157.
  19. Lee, Y. J. (2015). Analysis of types of peer feedback affecting students' perceived usefulness of feedback, feedback acceptance, and task performance in instructional blog environments. Journal of Educational Information and Media, 21(2), 245-264.
  20. Lennon, P. (1990). Investigating fluency in EFL: A quantitative approach. Language Learning, 40(3), 387-417.
  21. Liu, E. Z. F., & Lin, S. S. J. (2007). Relationship between peer feedback, cognitive and metacognitive strategies and achievement in networked peer assessment. British Journal of Educational Technology, 38(6), 1122-1125.
  22. Lu, J., & Law, N. (2012). Online peer assessment: Effects of cognitive and affective feedback. Instructional Science, 40(2), 257-275.
  23. Lu, R., & Bol, L. (2007). Comparison of anonymous versus identifiable e-peer review on college student writing performance and the extent of critical feedback. Interactive Online Learning, 6(2), 100-115.
  24. Martin, J., Veldman, D. J., & Anderson, L. M. (1980). Within-class relationships between student achievement and teacher behaviors. American Educational Research Journal, 17(4), 479-490.
  25. Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 37(4), 375-401.
  26. Reed, W. M., & Burton, J. K. (1985). Effective and ineffective evaluation of essays: Perceptions of college freshmen. Journal of Teaching Writing, 4, 270-282.
  27. Sato, M., & Lyster, R. (2012). Peer interaction and corrective feedback for accuracy and fluency development. Studies in Second Language Acquisition, 34, 591-626.
  28. Seo, H. S., Yang, K. S., Kim, N. Y., Kim, H. Y., & Kim, M. K. (2009). Regression analysis for SPSS(PASW). Seoul: Hannarae.
  29. Seo, Y. J. (2012). A study of validity and acceptance of peer feedback by types in writing. Proceedings in The Society of Korean Language Association, 2012, 105-123.
  30. Sluijsmans, D. M., Brand-Gruwel, S., & van Merrienboer, J. J. (2002). Peer assessment training in teacher education: Effects on performance and perceptions. Assessment & Evaluation in Higher Education, 27(5), 443-454.
  31. Storch, N. (2017). Peer corrective feedback in computer-mediated collaborative writing. In Nassaji, H., & Kartchava, E. (Eds.), Corrective feedback in second language teaching and learning: Research, Theory, Applications, Implications (Vol. 66). London: Routledge.
  32. Straub, R. (1997). Students' reactions to teacher comments: An exploratory study. Research in the Teaching of English, 31, 91-119.
  33. Strijbos, J. W., Narciss, S., & Dunnebier, K. (2010). Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency? Learning and Instruction, 20(4), 291-303.
  34. Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249-276.
  35. Tseng, S. C., & Tsai, C. C. (2007). On-line peer assessment and the role of the peer feedback: A study of high school computer course. Computers & Education, 49(4), 1161-1174.
  36. Tsui, A., & Ng, M. (2000). Do secondary L2 writers benefit from peer comments? Journal of Second Language Writing, 9(2), 147-170.
  37. Van der Pol, J., Van den Berg, B. A. M., Admiraal, W. F., & Simons, P. R. J. (2008). The nature, reception, and use of online peer feedback in higher education. Computers & Education, 51(4), 1804-1817.
  38. Villamil, O. S., & De Guerrero, M. C. (1998). Assessing the impact of peer revision on L2 writing. Applied linguistics, 19(4), 491-514.
  39. Yang, M., Badger, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15(3), 179-200.
  40. Zheng, B., Lawrence, J., Warschauer, M., & Lin, C. H. (2015). Middle school students' writing and feedback in a cloud-based classroom environment. Technology, Knowledge and Learning, 20(2), 201-229.