Oral Peer Feedback in Online Settings to Foster Self-Regulated Learning
Students Perceptions and Preferences
- DOI
- 10.2991/assehr.k.210427.092How to use a DOI?
- Keywords
- Learning assessment, peer feedback, self-regulated learning, technology-enhanced language learning
- Abstract
Online peer feedback is believed to influence students’ progress more effectively and efficiently since it provides more interesting learning and evaluation. However, there were only some studies which relate peer feedback and self-regulated learning. A qualitative method was adopted with observations and an open-ended questionnaire to collect the data. This study investigates how students perceive oral peer feedback in online settings and their preferences to the types and models of peer feedback and how online peer feedback stimulated self-regulation. The results revealed that students tended to produce more motivational peer feedback than the corrective one. They also preferred to have online peer feedback in terms of attractive application and time flexibility. Written feedback was also the preference due to their lack of confidence in giving oral peer feedback and their inability as an assessee to identify oral peer comments. Students perceived oral peer feedback in online settings as beneficial and useful to increase their confidence and speaking skill, but not significantly their ability to argue. Peer feedback also stimulated some items in self-regulation mostly on receiving, evaluating, triggering, searching, and assessing. Future research is suggested to develop self-regulated learning through oral peer feedback and how it impacts students’ oral performances.
- Copyright
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Tina Priyantin AU - Nenden Sri Lengkanawati AU - Didi Suherdi PY - 2021 DA - 2021/04/28 TI - Oral Peer Feedback in Online Settings to Foster Self-Regulated Learning BT - Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020) PB - Atlantis Press SP - 606 EP - 613 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210427.092 DO - 10.2991/assehr.k.210427.092 ID - Priyantin2021 ER -