Proposal -peer_feedback_in_a_second_language_oral_class_v5_allen

Peer Feedback in an English Listening and Speaking Class

Presenter: Pei-Lun Allen LeeInstructor: Dr. Pi-Ying Teresa HsuDate: June 8, 2011

1

Content

Introduction

Literature Review

Methodology

2

Introduction

Background

Motivation

3

Background

(Oxford, 1997)4

communicative standards

the interaction

collaborative learning

Cooperative learning

Background

Cooperative learning provides a non-threatening learning context for interaction between students. During cooperative learning, students are exposed to other perspectives and alternatives, they share and exchange ideas, criticize and provide feedback.

(Tang, 1998)

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Motivation

Individual and group accountability is that students can teach what they learn from someone else. The smaller group, the greater individual accountability may have.

(Johnson & Johnson, 1993)

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Motivation

Feedback can be described as information provided to an individual to increase performance.

(Kluger & Denisi, 1996)

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Literature Review

Cooperative Learning

The Feedback of Teacher Feedback and Peer Feedback

The feedback in Oral Course

Purpose of the Study

Research Questions

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Cooperative Learning

individual accountability

face-to-face interaction

interpersonal and small group skill

group processing

positive interdependence

(Jensen, Johnson, & Johnson, 2002; Kaufman, Sutow, & Dunn, 1997; McCafferty, Jacobs, & Iddings, 2006) 9

Cooperative Learning

• Cooperative learning have four characteristics,

(Oxford,1997) 10

1. It can decrease the students’ anxiety and prejudice.

2. It can increase students’ intrinsic motivation.

3. It can create concern an altruistic relationship between students.

4. It can guide students’ own self-regulation.

Feedback and Peer feedback

Feedback can have a strong positive effect on learning under certain conditions.

(Bangert-Drowns et al., 1991; Kluger & DeNisi, 1996)

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Feedback and Peer feedback

Feedback as all post-response information that is provided to a learner to inform the student on his or her actual state of learning or performance and different between external and internal sources of feedback.

(Narciss, 2008)

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Feedback and Peer feedback

Peer feedback can be beneficial for learning, which might even be due to the difference from teacher feedback.

(Topping, 1998)

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Peer Feedback and Teacher Feedback

Peer feedback and teacher feedback can complement each other, with students at times being more adept at responding to a student’s work as truly being in progress than the teachers.

(Caulk, 1994; Devenney, 1989)

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The Feedback in Oral Course

The goal of feedback is to give presenters information about their performance and about future actions to take in order to improve their oral presentation skills.

(Nicol & Milligan, 2006)

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Purpose of the study

to explore the effect of peer feedback on college students’ oral performance

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Purpose of the study

to investigate the perspectives of students on peer feedback

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Research Questions

1. Is there any change between students’ first and second presentation?

2. Is there any difference of the scores between peer feedback and teacher feedback?

3. What is the student’s perceptions on peer feedback?

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Methodology

Participants

Instruments

Procedure

Data analysis

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Participants

Approximately 120

sophomores

Department of Applied Foreign

Languages

Listening and Speaking course

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Instruments

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Experimental design

• Listening and speaking course

• Two presentations in one semester

English evaluation form• Introduction• Content• Voice Quality• Body Language• Eye Contact &

Dealing with Visual Aids

• Conclusion

Questionnaires

• Four-point Likert scale

• Teacher Evaluation• Peer Evaluation• E-learning

Evaluation• Open ended

questions

English Evaluation FormGRADED ITEMS MARKS

Introduction

- Being with effective attention-getter 1 2 3 4 5

Content

- Main points clear, use appropriate 1 2 3 4 5

Voice Quality

- Pronunciation / Enunciation 1 2 3 4 5

Body Language

- Gestures 1 2 3 4 5

Eye Content & Dealing with Visual Aids

- Maintain eye contact with audience 1 2 3 4 5

Conclusion

- Signal speech ending 1 2 3 4 5

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Questionnaires1 2 3 4

Teacher Evaluation

I think teacher review can help improve my oral skills. □ □ □ □

Peers Evaluation

I think peer comments are useful. □ □ □ □

E-learning Evaluation

E-learning assessment helped me perceive the process and growth of my English oral skills. □ □ □ □

Open ended questions

Please list any suggestions for teacher evaluation, self evaluation, peer evaluation and e-learning evaluation

23(From Taiwanese students’ perceptions on peer review activity, by Chaung, 2005)

Procedure

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Pre-test (the first presentation)

Control group(A class)

Experimental group(B class)

Post-test(the second presentation)

The questionnaire

Teacher: • Evaluation form Students:• Evaluation form• Online peers

feedback

Teacher: • Evaluation formStudents: • Evaluation form• Online peers

feedback• Oral peers

feedback in class

The questionnaire

Data analysis

Is there any change between students’ first and second presentation?

T-test

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Data analysis

26

Is there any difference of the scores between peer feedback and teacher feedback?

T-test

Data analysis

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What is the student’s perceptions on peer feedback?

Descriptive /Interview

Thanks for listening!

Questions & Suggestions

28