by: Steve StanderPosted on:

Peer Feedback in Language Learning

Peer feedback is a cornerstone of interactive learning strategies and is particularly effective in enhancing language acquisition. This collaborative process not only bolsters language skills but also fosters essential soft skills such as empathy, self-regulation, and the ability to accept and apply constructive criticism (Hyland & Hyland, 2006).

 

Benefits of Peer Feedback

Peer feedback has a multifaceted impact on language learning:

  • Enhances Communication: It encourages learners to use the target language in a dynamic and interactive context, promoting conversational skills and linguistic fluency (Villamil & de Guerrero, 2006).
  • Authentic Practice: It simulates real-world language use, providing learners with a genuine reason to communicate and express their thoughts clearly (Rollinson, 2005).
  • Critical Thinking: The process of evaluating others’ work sharpens analytical skills and deepens learners’ understanding of language structures and usage (Sommers, 2013).
  • Mutual Learning: By reviewing peers’ assignments, students gain new perspectives and insights, which can be internalized and reflected in their own work (Mendonça & Johnson, 1994).
  • Increased Autonomy: It empowers students to take charge of their learning process, fostering independence and self-directed improvement (Hyland & Hyland, 2019).
  • Teacher Dependency Reduction: It helps students become less reliant on the teacher, balancing the source of feedback between peers and instructors (Rollinson, 2005).
  • Collaborative Environment: It nurtures a sense of community, as students work together towards common learning objectives (Mendonça & Johnson, 1994).

Steps for Effective Peer Feedback

To harness the full potential of peer feedback, certain strategies should be applied:

  • Positive Classroom Culture: Cultivate an atmosphere where constructive feedback is appreciated and seen as an opportunity for growth (Ferris, 2018).
  • Feedback Techniques: Train students in providing feedback that is kind, specific, and actionable (Min, 2005).
  • Guided Responses: Utilize structured tools like rubrics or checklists to direct students’ attention to specific aspects of language use (Liu & Hansen Edwards, 2018).
  • Practice Sessions: Engage students in exercises that involve critiquing exemplar works to build their reviewing skills (Berg, 1999).
  • Integrated Activities: Develop tasks that require students to give and receive feedback to progress, emphasizing its value (Villamil & de Guerrero, 2006).
  • Time Allocation: Ensure that there is ample time for students to formulate and share their feedback thoughtfully (Rollinson, 2005).
  • Instructor Support: Be available to guide discussions, clarify doubts, and support students in interpreting feedback (Ferris, 2018).
  • Reflection and Discussion: Encourage whole-class reflection to discuss the peer feedback process and its outcomes (Sommers, 2013).

Potential Challenges

Implementing peer feedback is not without its challenges:

  • Reluctance to Criticize: Students may be hesitant to offer criticism to peers for fear of offending them (Srichanyachon, 2011).
  • Surface-level Focus: There can be a tendency to correct grammatical errors instead of engaging with the content and ideas (Yu & Hu, 2017).
  • Quality of Feedback: Students might struggle to provide constructive feedback, instead offering comments that are either too vague or overly positive without substance (Min, 2006).
  • Skill Disparity: The gap in abilities between students can lead to imbalances in the quality of feedback provided and received (Carson & Nelson, 1996).
  • Integration of Feedback: Some students may not know how to effectively incorporate peer suggestions into their work (Liou & Peng, 2009).

To address these challenges, it is essential for educators to provide clear guidance, establish norms for respectful and constructive criticism, and engage in regular training sessions on how to give and receive feedback effectively (Min, 2008).

 

In conclusion, when facilitated well, peer feedback is an enriching practice that can significantly enhance language learning. It not only sharpens linguistic abilities but also builds a collaborative learning culture that prepares students for real-world communication. Through careful planning and continued support, teachers can unlock the transformative power of peer feedback in their language classrooms.

 

References

Berg, E. C. (1999). The effects of trained peer response on ESL students’ revision types and writing quality. Journal of Second Language Writing, 8(3), 215–241 https://doi.org/10.1016/S1060-3743(99)80115-5

 

Carson, J. G., & Nelson, G. L. (1996). Chinese students’ perceptions of ESL peer response group interaction. Journal of Second Language Writing, 5(1), 1–19. DOI: 10.1016/S1060-3743(96)90012-0

 

Ferris, D. R. (2018). Integrating peer feedback into L2 writing curricula. In J. I. Liontas, T. International Association and DelliCarpini M (Eds.), The TESOL encyclopedia of English language teaching (pp. 1-6). Wiley. https://doi.org/10.1002/9781118784235.eelt0160

 

Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83-101. doi:10.1017/S0261444806003399

 

Hyland, K., & Hyland, F. (Eds.). (2019). Feedback in Second Language Writing: Contexts and issues. Cambridge University Press.

 

Liou, H. C., & Peng, Z. Y. (2009). Training effects on computer-mediated peer review. System, 37(3), 514-525. https://doi.org/10.1016/j.system.2009.01.005

 

Liu, J., & Hansen Edwards, J. G. (2018). Peer Response in Second Language Writing Classrooms University of Michigan Press.

 

Mendonça, C. O., & Johnson, K. E. (1994). Peer review negotiations: Revision activities in ESL writing instruction. TESOL Quarterly, 28(4), 745–769. doi:10.2307/3587558

 

Min, H. T. (2005). Training students to become successful peer reviewers. System, 33(2), 293-308. DOI: 10.1016/j.system.2004.11.003

 

Min, H. T. (2006). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing, 15(2), 118-141. DOI: 10.1016/j.jslw.2006.01.003

 

Min, H. T. (2008). Reviewer stances and writer perceptions in EFL peer review training. English for Specific Purposes, 27(3), 285–305. doi:10.1016/j.esp.2008.02.001

 

Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT journal, 59(1), 23-30. https://doi.org/10.1093/elt/cci003

 

Sommers, N. (2013). Responding to student writers. Bedford/St. Martin’s.

 

Srichanyachon, N. (2011). Teacher intervention in EFL students’ writing revisions. Silpakorn University International Journal, 11, 206-222.

 

Villamil, O. S., & de Guerrero, M. C. M. (2006). Sociocultural theory: A framework for understanding the social-cognitive dimensions of peer feedback. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 23–41). Cambridge University Press. doi:10.1017/CBO9781139524742.004

 

Yu, S., & Hu, G. (2017). Understanding university students’ peer feedback practices in EFL writing: Insights from a case study. Assessing Writing, 33, 25-35. https://doi.org/10.1016/j.asw.2017.03.004