An Investigation of the Iraqi High School Students' Attitudes towards Peer-Peer and Teacher Feedback
Keywords:
Peer Feedback, Teacher, Feedback, Student, Perceptions, Attitudes
Abstract
Peer feedback is when students provide one another with feedback on their work or
performance. Teacher feedback is a powerful pedagogical tool for promoting interaction in
educational guidance between teachers and students. Thus, this quantitative research was carried
to investigate Iraqi high school students’ perspectives toward peer-peer feedback and teacher
feedback. To collect the data, the peer-peer feedback questionnaire and teacher feedback
questionnaires were used. The data analysis revealed that a majority of the students exhibited
apprehension towards providing unsuitable remarks about their peers. Furthermore, it was
disclosed that the majority of the participants exhibited favorable dispositions towards teacher
comments. No significant correlation was observed between students' perceptions on peer-peer
feedback and instructor feedback. The results of this study have the potential to be advantageous
for both educators and learners.
References
Amrhein, H. & Nassaji, H. (2010). Written corrective feedback: What do students and teachers prefer and why?. Canadian Journal of Applied Linguistics. 13(14). 95-127.
Bellon, J. J., Bellon, E. C. & Blank, M. A. (1991). Teaching from a research knowledge base: a development and renewal process. Facsimile edition. New Jersey, USA: Practice Hall.
Bloxham, S. and West, A. (2004) Understanding the Rules of the Game: Marking Peer Assessment as a Medium for Developing Students’ Conceptions of Assessment. Assessment and Evaluation in Higher Education, 29(3), 721-733.
Brown, A. V. (2009). Students’ and Teachers’ Perceptions of Effective Foreign Language.
Carrillo-de-la-Peña, M. T., Baillès, E., Caseras, X., Martínez, A., Ortet, G., & Pérez, J. (2009). Formative assessment and academic achievement in pre-graduate students of health sciences. Advances in Health Sciences Education: Theory and Practice, 14(10), 61-67.
Carson, J. and Nelson, G. (1996) Chinese Students’ Perception of ESL Peer Response Group Interaction. Journal of Second Language Writing, 5, 1-19.
Caulk, N. (1994). Comparing teacher and student responses to written work, TESOL Quarterly, 28(1), 181-188.
Cauley, K. & McMillan, J. (2009). Formative Assessment Techniques to Support Student Motivation and Achievement. The Clearing House. 83. 1-6.
Chen, N. & Wei, C.& Wu, K.& Uden, L. (2009). Effects of high level prompts and peer assessment on online learners’ reflection levels. Computers & Education. 52(19). 283-291.
Clariana, Roy. (2000). A Connectionist Model of Instructional Feedback Effects.
Cowan, Jane & Creme, Phyllis. (2005). Peer assessment or peer engagement? Students as readers of their own work. Latiss.Learning and Teaching in The Social Sciences. 2. 99-119.
Donato, Richard. (2004). Aspects of Collaboration in Pedagogical Discourse. Annual Review of Applied Linguistics. 24. 284 - 302.
Evans, C. & Waring, M. (2011). Application of styles in educational instruction and assessment.
Falchikov, N. (1986). Product comparisons and process benefits of collaborative peer group and self assessments. Assessment and Evaluation in Higher Education, 11, 146-166.
Falchikov, N. & Goldfinch, J. (2000). Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks. Review of Educational Research - REV EDUC RES. 70. 287-322.
Ferguson, P. (2011). Student perceptions of quality feedback in teacher education. Assessment & Evaluation in Higher Education. 36. 51-62.
Friedman, B. A., Cox, P. L., & Maher, L. E. (2008). An expectancy theory motivation approach to peer assessment. Journal of Management Education, 32(5), 580–612.
Gass, S. (2008). The Handbook of Second Language Acquisition.
Gielen, S. & Dochy, F. & Onghena, P. & Struyven, K. & Smeets, S. (2011). Goals of peer assessment and their associated quality concepts. Studies in Higher Education - STUD HIGH EDUC. 36. 1-17.
Hansen, J.G. & Liu, J. (2005) Guiding Principles for Effective Peer Response. ELT Journal, 59, 31-38.
Hatzipanagos, S. & Warburton, S. (2009). Feedback as Dialogue: Exploring the Links between Formative Assessment and Social Software in Distance Learning. Learning, Media and Technology. 34. 45.
Hu, G. (2005). Contextual Influences on Instructional practice: A Chinese Case for an Ecological Approach to ELT. TESOL Quarterly 39. 635–660.
Lantolf, J., & Thorne, S. (in press). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
Liu, N. F., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11, 279-290.
Hansen, J.G. & Liu, J. (2005) Guiding Principles for Effective Peer Response. ELT Journal, 59, 31-38.
Hyland, F. (2006). Feedback on second language students' writing. Language Teaching. 39. 83 – 101.
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.
Korthagen, F. A. J. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26, 98–106.
Kulhavy, R. W., & Wager, W. (1993). Feedback in programmed instruction: Historical context and implications for practice. In J. V. Dempsey & G. C. Sales (Eds.), Interactive instruction and feedback (pp. 3–20). Englewood Cliffs, NJ: Educational Technology.
Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition - STUD SECOND LANG ACQUIS. 19(24). 10-26.
McMahon, T. (2010). Peer feedback in an undergraduate programme: using action research to overcome students’ reluctance to criticise. Educational Action Research, 18, 273-287.
Nelson, G. L. & Carson, J. G. (1998). ESL students’ perceptions of effectiveness in peer response groups. Journal of Second Language Writing, 7(19), 113–31.
Neumann, D. L., & Hood, M. (2009). The effects of using a wiki on student engagement and learning of report writing skills in a university statistics course, Australasian Journal of Educational Technology, 25, 382-398.
Nicol, D. (2008). Transforming assessment and feedback: Enhancing integration and empowerment in the first year. Scotland, UK: Quality Assurance Agency.
Nicol, D.J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199-218.
O'Donovan, B. & Price, M. & Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education - TEACH HIGH EDUC. 9. 325-335.
O’Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English language learners: practical approaches for teachers. Massachusetts: Addison Wesley Publishing Company
Orsmond, P. (2006). Self- and peer assessment: guidance on practice in the biosciences. York, UK: Higher Education Academy.
Peterson, D. B. (2010). Executive coaching: A critical review and recommendations for advancing the practice. In S. Zedeck (Ed.), APA handbook of industrial and organizational psychology: Vol. 2, Selecting and developing members of the organization. Washington, DC: American Psychological Association.
Piccinin, S. J. (2003) Feedback: Key to learning. Halifax, NS: Society for Teaching and Learning in Higher Education.
Prawat, R. S. (1996). Ideas and their objects: A reply to Garrison. Educational Researcher, 25(6), 23-24.
Riese, H. & Samara, A. & Lilllejord, S. (2011). Peer relations in peer learning. International Journal of Qualitative Studies in Education. 25(21). 1-24.
Rollinson, P. (2005). Using peer feedback in the ESL writing class. Elt Journal. 59.
Rovinelli, R. J., & Hambleton, R. K. (1977). On the use of content specialists in the assessment of criterion-referenced test item validity. Tijdschrift voor Onderwijsresearch, 2(2), 49–60.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144.
Sadler, D. R. (2013). Opening up feedback: Teaching learners to see.
Sheen, Y.(2006). Exploring the relationship between characteristics of recasts and learner uptake Language Teaching. Research, 10, 361–392.
trijbos, J.& Sluijsmans, D. (2010). Unravelling peer assessment: Methodological, functional, and conceptual developments. Learning and Instruction. 20(12). 265-269.
Thurlings, M. & Vermeulen, M. & Bastiaens, T. & Stijnen, S. (2014). The role of feedback and social presence in an online peer coaching program for student teachers. Australasian Journal of Educational Technology. 30(7). 326-341.
Topping, K. J. (2010). Methodological quandaries in studying process and outcomes in peer assessment. Learning and Instruction, 20, 339-343.
Tsui, Amy & Ng, Maria. (2000). Do Secondary L2 Writers Benefit from Peer Comments? Journal of Second Language Writing. 9(18). 147-170.
Ur, P. (1996). A course in Language Teaching: Practice and Theory. Cambridge University Press, Cambridge.
Van der Pol, J. & Van den Berg, I. & Admiraal, W. & Simons, P.R.J.. (2008). The nature, reception, and use of online peer feedback in higher education. Computers & Education. 51. 1804-1817.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes (Ed. by M. Cole, V. John-Steiner, S. Scribner, & E. Souberman). Cambridge, MA: Harvard University Press.
Widiati, U. 2004. Training EFL Students in the Use of Peer Response. In B.Y. Cahyono & U. Widiati (Eds.), The Tapestry of English Language Teaching and Learning in Indonesia (pp. 205-223). Malang: State University of Malang Press.
Yeh, Hui-Chin. (2011). EFL teachers’ challenges and dilemmas in transferring theories and practices cross-culturally. Asia Pacific Education Review. 12. 97-104.
Bellon, J. J., Bellon, E. C. & Blank, M. A. (1991). Teaching from a research knowledge base: a development and renewal process. Facsimile edition. New Jersey, USA: Practice Hall.
Bloxham, S. and West, A. (2004) Understanding the Rules of the Game: Marking Peer Assessment as a Medium for Developing Students’ Conceptions of Assessment. Assessment and Evaluation in Higher Education, 29(3), 721-733.
Brown, A. V. (2009). Students’ and Teachers’ Perceptions of Effective Foreign Language.
Carrillo-de-la-Peña, M. T., Baillès, E., Caseras, X., Martínez, A., Ortet, G., & Pérez, J. (2009). Formative assessment and academic achievement in pre-graduate students of health sciences. Advances in Health Sciences Education: Theory and Practice, 14(10), 61-67.
Carson, J. and Nelson, G. (1996) Chinese Students’ Perception of ESL Peer Response Group Interaction. Journal of Second Language Writing, 5, 1-19.
Caulk, N. (1994). Comparing teacher and student responses to written work, TESOL Quarterly, 28(1), 181-188.
Cauley, K. & McMillan, J. (2009). Formative Assessment Techniques to Support Student Motivation and Achievement. The Clearing House. 83. 1-6.
Chen, N. & Wei, C.& Wu, K.& Uden, L. (2009). Effects of high level prompts and peer assessment on online learners’ reflection levels. Computers & Education. 52(19). 283-291.
Clariana, Roy. (2000). A Connectionist Model of Instructional Feedback Effects.
Cowan, Jane & Creme, Phyllis. (2005). Peer assessment or peer engagement? Students as readers of their own work. Latiss.Learning and Teaching in The Social Sciences. 2. 99-119.
Donato, Richard. (2004). Aspects of Collaboration in Pedagogical Discourse. Annual Review of Applied Linguistics. 24. 284 - 302.
Evans, C. & Waring, M. (2011). Application of styles in educational instruction and assessment.
Falchikov, N. (1986). Product comparisons and process benefits of collaborative peer group and self assessments. Assessment and Evaluation in Higher Education, 11, 146-166.
Falchikov, N. & Goldfinch, J. (2000). Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks. Review of Educational Research - REV EDUC RES. 70. 287-322.
Ferguson, P. (2011). Student perceptions of quality feedback in teacher education. Assessment & Evaluation in Higher Education. 36. 51-62.
Friedman, B. A., Cox, P. L., & Maher, L. E. (2008). An expectancy theory motivation approach to peer assessment. Journal of Management Education, 32(5), 580–612.
Gass, S. (2008). The Handbook of Second Language Acquisition.
Gielen, S. & Dochy, F. & Onghena, P. & Struyven, K. & Smeets, S. (2011). Goals of peer assessment and their associated quality concepts. Studies in Higher Education - STUD HIGH EDUC. 36. 1-17.
Hansen, J.G. & Liu, J. (2005) Guiding Principles for Effective Peer Response. ELT Journal, 59, 31-38.
Hatzipanagos, S. & Warburton, S. (2009). Feedback as Dialogue: Exploring the Links between Formative Assessment and Social Software in Distance Learning. Learning, Media and Technology. 34. 45.
Hu, G. (2005). Contextual Influences on Instructional practice: A Chinese Case for an Ecological Approach to ELT. TESOL Quarterly 39. 635–660.
Lantolf, J., & Thorne, S. (in press). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
Liu, N. F., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11, 279-290.
Hansen, J.G. & Liu, J. (2005) Guiding Principles for Effective Peer Response. ELT Journal, 59, 31-38.
Hyland, F. (2006). Feedback on second language students' writing. Language Teaching. 39. 83 – 101.
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.
Korthagen, F. A. J. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26, 98–106.
Kulhavy, R. W., & Wager, W. (1993). Feedback in programmed instruction: Historical context and implications for practice. In J. V. Dempsey & G. C. Sales (Eds.), Interactive instruction and feedback (pp. 3–20). Englewood Cliffs, NJ: Educational Technology.
Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition - STUD SECOND LANG ACQUIS. 19(24). 10-26.
McMahon, T. (2010). Peer feedback in an undergraduate programme: using action research to overcome students’ reluctance to criticise. Educational Action Research, 18, 273-287.
Nelson, G. L. & Carson, J. G. (1998). ESL students’ perceptions of effectiveness in peer response groups. Journal of Second Language Writing, 7(19), 113–31.
Neumann, D. L., & Hood, M. (2009). The effects of using a wiki on student engagement and learning of report writing skills in a university statistics course, Australasian Journal of Educational Technology, 25, 382-398.
Nicol, D. (2008). Transforming assessment and feedback: Enhancing integration and empowerment in the first year. Scotland, UK: Quality Assurance Agency.
Nicol, D.J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199-218.
O'Donovan, B. & Price, M. & Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education - TEACH HIGH EDUC. 9. 325-335.
O’Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English language learners: practical approaches for teachers. Massachusetts: Addison Wesley Publishing Company
Orsmond, P. (2006). Self- and peer assessment: guidance on practice in the biosciences. York, UK: Higher Education Academy.
Peterson, D. B. (2010). Executive coaching: A critical review and recommendations for advancing the practice. In S. Zedeck (Ed.), APA handbook of industrial and organizational psychology: Vol. 2, Selecting and developing members of the organization. Washington, DC: American Psychological Association.
Piccinin, S. J. (2003) Feedback: Key to learning. Halifax, NS: Society for Teaching and Learning in Higher Education.
Prawat, R. S. (1996). Ideas and their objects: A reply to Garrison. Educational Researcher, 25(6), 23-24.
Riese, H. & Samara, A. & Lilllejord, S. (2011). Peer relations in peer learning. International Journal of Qualitative Studies in Education. 25(21). 1-24.
Rollinson, P. (2005). Using peer feedback in the ESL writing class. Elt Journal. 59.
Rovinelli, R. J., & Hambleton, R. K. (1977). On the use of content specialists in the assessment of criterion-referenced test item validity. Tijdschrift voor Onderwijsresearch, 2(2), 49–60.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144.
Sadler, D. R. (2013). Opening up feedback: Teaching learners to see.
Sheen, Y.(2006). Exploring the relationship between characteristics of recasts and learner uptake Language Teaching. Research, 10, 361–392.
trijbos, J.& Sluijsmans, D. (2010). Unravelling peer assessment: Methodological, functional, and conceptual developments. Learning and Instruction. 20(12). 265-269.
Thurlings, M. & Vermeulen, M. & Bastiaens, T. & Stijnen, S. (2014). The role of feedback and social presence in an online peer coaching program for student teachers. Australasian Journal of Educational Technology. 30(7). 326-341.
Topping, K. J. (2010). Methodological quandaries in studying process and outcomes in peer assessment. Learning and Instruction, 20, 339-343.
Tsui, Amy & Ng, Maria. (2000). Do Secondary L2 Writers Benefit from Peer Comments? Journal of Second Language Writing. 9(18). 147-170.
Ur, P. (1996). A course in Language Teaching: Practice and Theory. Cambridge University Press, Cambridge.
Van der Pol, J. & Van den Berg, I. & Admiraal, W. & Simons, P.R.J.. (2008). The nature, reception, and use of online peer feedback in higher education. Computers & Education. 51. 1804-1817.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes (Ed. by M. Cole, V. John-Steiner, S. Scribner, & E. Souberman). Cambridge, MA: Harvard University Press.
Widiati, U. 2004. Training EFL Students in the Use of Peer Response. In B.Y. Cahyono & U. Widiati (Eds.), The Tapestry of English Language Teaching and Learning in Indonesia (pp. 205-223). Malang: State University of Malang Press.
Yeh, Hui-Chin. (2011). EFL teachers’ challenges and dilemmas in transferring theories and practices cross-culturally. Asia Pacific Education Review. 12. 97-104.
Published
2024-02-27
How to Cite
[1]
Alzurf, A.F.H., Ameen, B.J. and Al-jashami, A.A. 2024. An Investigation of the Iraqi High School Students’ Attitudes towards Peer-Peer and Teacher Feedback. International Journal on Integrated Education. 7, 1 (Feb. 2024), 75-90.
Section
Articles
Copyright (c) 2024 Ali Falah Hasan Alzurf
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
1.png)
