Scaffolding for peer fedback session: What, why, and how?

Authors

  • Anita Kurniawati

DOI:

https://doi.org/10.25170/ijelt.v9i2.1512

Keywords:

scaffolding, peer feedback

Abstract

Recent research has shown the value of peer feedback in writing class. By evaluating their peer’s work, students can figure out the strengths and weaknesses of their friends’ drafts. After doing this, it is expected that they could compare their peer’s work to their own work, which will certainly be beneficial for the revision process. The biggest challenge I faced when implementing peer feedback is how to scaffold the students to be able to provide valuable input to their friends’ work. This ability is important because the input students give to their friends could become a reflection to their own draft. This sharing is based on what I experienced during Expository and Argumentative Writing Class last semester, particularly on what I did before, during, and after the peer feedback session. To get clearer idea about the classroom situation, I will provide some examples of the task sheets used. I will also provide some empirical evidence from the student worksheets. I expect that my sharing could enrich our understanding on how to use peer feedback sessions, particularly on how to scaffold the students to provide valuable peer feedback.

References

Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education:Principles, Policy and Practice, 5(1), 7-74.
Burrough-Boenisch, J. (2003). Shapers of published NNS research articles. Journal of Second Language Writing,12, 223-243.
Carson, J, & Nelson, G, (1996), Chinese students' perceptions of ESL peer response group interaction. Journal of Second Language Writing, 5(1), 1-19.
Connor, U, M,, & Asenavage, K, (1994), Peer response group in ESL writing classes: How much impact on revision? Journal of Second Language Writing, 1(3), 257-276.
Ekşı, G. (2012). Peer Review versus Teacher Feedback in Process Writing: How Effective?. International Journal Of Applied Educational Studies, 13(1), 33-48
Hall, J.K. (2001). Methods for teaching foreign languages: Creating a community of learners in the classroom. Ohio: Prentice-Hall.
Jacobs, G., Curtis, A., Braine, G,, & Huang, S, (1998). Feedback on student writing: Taking the middle path . Journal of Second Language Writing, 7(3), 307-317.
Jaeho, C. (2013). Does Peer Feedback Affect L2 Writers' L2 Learning, Composition Skills, Metacognitive Knowledge, and L2 Writing Anxiety?. English Teaching, 68(3), 187-213.
Lan, W. (2009). Chinese Students' Perceptions of the Practice of Peer Review in an Integrated Class at the University Level. TESL Reporter, 42(2), 35-56.
Lundstrom, K. & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18(1), 1-43.
Mangelsdorf, K., & Schlumberger, A. (1992). ESL student response stances in a peer-review task. Journal of Second Language Writing, I, 235-254.
Mendonca, C, & Johnson, K. (1994). Peer review negotiations: Revision activities in ESL writing instruction. TESOL Quarterly, 28, 745-769.
Moore, C., & Teather, S. (2013). Engaging students in peer review: Feedback as learning. Issues In Educational Research, 23(2), 196-211.
Price, M., Handley, K., Millar, J. & O'Donovan, B. (2010). Feedback: All that effort, but what is the effect? Assessment & Evaluation in Higher Education, 35(3), 277-289.
Saito, H., & Fujita, T. (2004). Characteristics and user acceptance of peer rating in EFL writing classrooms. Language Teaching Research, 8(1), 31-54.
Sengupta, S. (1998). Peer evaluation: ‘I am not the teacher.' ELT Journal, 52(1), 19-28.
Shih-hsien, Y. (2011). Exploring the Effectiveness of Using Peer Evaluation and Teacher Feedback in College Students' Writing. Asia-Pacific Education Researcher (De La Salle University Manila), 20(1), 144-150.
Tsui, A. B. & Ng, M. (2000). Do secondary L2 writers benefit from peer comments? Journal of Second Language Writing, 9(2), 147-170.
Villamil, O. S., & Gurrerro, M. C. M. (1996). Peer revision in the L2 classroom: Social-cognitive activities, mediating strategies, and aspects of social behaviors. Journal of Second Language Writing, 5(1), 51-75.
Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry and Applied Disciplines, 17, 89-100.
Yang, M., Badgar, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15, 179-200.
Zhang, S. (1995). Reexamining the affective advantage of peer feedback in the ESLwriting class, Journal of Second Language Writing, 4(3), 209-222.
Zhang, S. (1999). Thoughts on some recent evidence conceming the effective advantage of peer feedback. Journal of Second Language Writing, 8(3), 321-326.

Downloads

Published

2013-10-31
Abstract views: 56 | PDF downloads: 12