Examining the effectiveness of peer feedback in the context of learning English in a Web2.0 environment. (peer feedback2.0)

Document Type : research article

Author

assistant professor at Tarbiat Modares University

Abstract

One of the most important topics addressed by pedagogical research is the study of feedback effects and their various kinds in education. According to several studies, feedback is one of the most potent elements in learning and teaching, and it plays a significant part in the learning process. At the same time, interaction in the learning process is a central function of online social networks that results in peer feedback. The purpose of this study is to look into the role of peer feedback in language learning in social networks, which was done by comparing the two study groups (experimental and control groups).
Users' perceptions of peer feedback were examined before and after the course. Both groups had positive feelings regarding peer feedback. However, the optimistic view of the experimental group had grown more than the control group. The result showed significant similarities and differences between the two research groups: Including Substantial differences were also revealed between the peer feedback produced in the two groups in terms of shape and number. In both groups, corrective feedback was given more frequently. However, the mean achieved in the Experimental groups is about twice the mean in the face-to-face group. Based on the results, different types of peer feedback (compliment, Explain compliment
criticism, corrective feedback) were produced in each group, although the peer feedback generated in the experimental group was both quantitatively and qualitatively higher than the control group.

Keywords

References

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Journal of Foreign Language Research
Volume 11, Issue 3
November 2021
Pages 556-570

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