Transforming Ineffective Feedback of the Students to Effective Feedback: A Study on the Students of ENG091 and ENG101 of Bil at Brac University
Abstract
This paper aims at developing the rationale among the learners regarding the significance of peer feedback on a given speech community and any specific context. As for any EFL or ESL context, effective feedback of the peers on speaking can help the students rectify their mistakes regarding the use of English Language in the classroom; this paper holds the traditional characteristic of the peer feedback in the speaking classes as the research problem. Generally, in the English Language classes of ENG101 and ENG091 at BIL, BRAC University, whenever students are asked to provide feedback on their peers’ speaking, they are used to providing feedback with certain stereotypical and ineffective comments that do not help the students rectify their mistakes significantly and at the same time, the students who are giving ineffective feedback for their peers cannot utilize their creativity effectively. Keeping that in focus, we will show how ineffective feedback of the peers can successfully turn into effective feedback by the help of the teacher and how the techniques of the effective feedback can make the students utilize their critical thinking as well as help them learn different aspects of speaking strategies ranging from turn taking to deconstruction of ideas and scanning. For this research, data collection has been accomplished by interviews, focused group discussions and questionnaires from the participants and the sets of data were analysed by Multivariate Data Analysis. At last, this paper has some possible speculations that one might encounter while implementing these techniques.
Keywords: Peer feedback, critical thinking, T-S interaction, S-S interactionReferences
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- Hyland, K., & Hyland, F. (2006). Feedback in Second Language Writing: Contexts and Issues. New York: Cambridge University Press.
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- Stratton, J. (1999). Critical Thinking for College Students. Maryland: Rowman & Littlefield.
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- Teaching and Learning Development Unit: Peer Assessment and Feedback. (2014, December). Retrieved from University of Sussex: http://www.sussex.ac.uk/tldu/ideas/assessment/peer
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- Tsui, A. B., & M., N. (2000). Do secondary L2 writers benefit from peer comments? Journal of Second Language Writing, 9 (2), 147-170.
- Washburn, N., & Christianson, K. (1995). Teaching Conversation Strategies Through Pair-Taping. TESL Reporter.
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Year 2015,
, 159 - 169, 31.08.2015
Abstract
References
- Barnes, C., Marcangelo, C., & Cartney, P. (2010). Contemporary issues in assessment in health sciences and practice education. Opportunities offered through self, peer and group assessment. In The opportunities and challenges of self, peer and group assessment. London: Health Sciences and Practice Subject Centre.
- Carr, W., & Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research. London: Falmer.
- Dweck, C., & Bush, E. (1976). Sex differences in learned helplessness: (I) Differential debilitation with peer and adult evaluators. Developmental Psychology, Vol 12 (2), 147-156.
- ENG 091: Foundation Course in English (Non-credit). (2014). Retrieved from BRAC Institute of Languages: http://bil.bracu.ac.bd/courses/undergraduate-english-courses/eng-091-non-credit
- ENG 101: English Fundamentals (3 credits). (2014). Retrieved from BRAC Institute of Languages: http://bil.bracu.ac.bd/courses/undergraduate-english-courses/eng-101
- Glasson, T. (2009). Improving Student Achievement: A Practical Guide to Assessment for Learning. Carlton South: Curriculum Corporation.
- Goldrick-Jones, A., & Mossman, T. (2014, October 20). How to Give Effective Peer Feedback. Retrieved from Prezi: https://prezi.com/-zzgxojfvrnu/how-to-give-effective-peer-feedback/
- Hair, J. J., Anderson, R., Tatham , R., & Black, W. (1984). Multivariate Data Analysis (4th edition 1995 ed.). Englewood Cliffs: Prentice-Hall.
- Han, Z. (2004). Fossilization in Adult Second Language Acquisition. Multilingual Matters.
- Henry, S. E., Medway, F. J., & Scarbro, H. A. ( 1979). Sex and locus of control as determinants of children's responses to peer versus adult praise. Journal of Educational Psychology, Vol 71 (5), 604-612.
- Hopkins, D. (2002). A Teacher's Guide to Classroom Research. Maidenhood: Open University Press.
- Hyland, K., & Hyland, F. (2006). Feedback in Second Language Writing: Contexts and Issues. New York: Cambridge University Press.
- Jacobs, G. M., Curtis, A., Braine, G., & Huang, S.-Y. (1998). Feedback on student writing: Taking the middle path. Journal of Second Language Writing, 7(3), 307-317.
- Koshy, E., Heather, W., & Valsa, K. (2010). Action Research in Healthcare. SAGE.
- Lewin, K. (1946). Action research and minority problems. J Soc. Issues 2(4), 34-46.
- Mangelsdorf, K. (1992). Peer reviews in the ESL composition classrooms: what do the students think? ELT Journal 46, 274-284.
- Meyer, J. (2000). Using qualitative methods in health related action research. British Medical Journal.
- Moore, D. T. (2007). Critical Thinking and Intelligence Analysis. Washington, DC: DIANE Publishing.
- Obah, T. (1993). Learning from others in the ESL writing class. English Quarterly, 25, 8-13.
- O'Leary, Z. (2004). The essential guide to doing research. Sage.
- Parkin, P. (2009). Managing change in healthcare using action research. London: Plagrave.
- Paulson, C., & Bruder, M. (1976). Teaching English As a Second Language: Techniques and Procedures. Cengage Learning College.
- Peer feedback. (2014). Retrieved from Assessment for Learning: http://www.assessmentforlearning.edu.au/professional_learning/peer_feedback/peer_feedback_landing_page.html
- Reason, P., & Bradbury, H. (2008). The SAGE Handbook of Action Research: Participative Inquiry and Practice (2nd edition). London: SAGE.
- Shafaei, A. (2011). Frontiers of Language and Teaching. Proceedings of the 2011 International Online Language Conference (IOLC 2011).
- Stratton, J. (1999). Critical Thinking for College Students. Maryland: Rowman & Littlefield.
- Stringer, E. T., & William, G. (2004). Action Research in Health. Merrill Prentice Hall.
- Teaching and Learning Development Unit: Peer Assessment and Feedback. (2014, December). Retrieved from University of Sussex: http://www.sussex.ac.uk/tldu/ideas/assessment/peer
- Topping, K., & Ehly, S. (1998). Peer-assisted Learning. Lawrence Erlbaum Associates.
- Tsui, A. B., & M., N. (2000). Do secondary L2 writers benefit from peer comments? Journal of Second Language Writing, 9 (2), 147-170.
- Washburn, N., & Christianson, K. (1995). Teaching Conversation Strategies Through Pair-Taping. TESL Reporter.
- Waterman, H., Tillen, D., Dickson, R., & de Koning, K. (2001). Action research: a systematic review and assessment for guidance. Health Technology Assessment 5(23), 1-166.
- Whitehead, J., & McNiff, J. (2005). All You Need To Know About Action Research. London: SAGE.
- Winter, R., & Munn-Giddings, C. (2001). A Handbook for Action Research in Health and Social Care. London: Routledge.
There are 34 citations in total.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | August 31, 2015 |
| Submission Date | August 28, 2015 |
| Published in Issue | Year 2015 |
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