Peer Feedback in an English Listening and Speaking Class<br />Presenter: Pei-Lun Allen Lee<br />Instructor: Dr. Pi-Ying Te...
Content <br />2<br />
Introduction<br />3<br />
Background <br />(Oxford, 1997)<br />4<br />
Background<br />Cooperative learning provides a non-threatening learning context for interaction between students. <br />D...
Motivation <br />Individual and group accountability is that students can teach what they learn from someone else. The sma...
Motivation<br />Feedback can be described as information provided to an individual to increase performance. <br />(Kluger ...
Literature Review<br />8<br />
Cooperative Learning<br />(Jensen, Johnson, & Johnson, 2002; Kaufman, Sutow, & Dunn, 1997; McCafferty, Jacobs, & Iddings, ...
Cooperative Learning<br />Cooperative learning have four characteristics,<br />(Oxford,1997)<br />10<br />1. It can decrea...
Feedback and Peer feedback<br />Feedback can have a strong positive effect on learning under certain conditions. <br />(Ba...
Feedback and Peer feedback<br />Feedback as all post-response information that is provided to a learner to inform the stud...
Feedback and Peer feedback<br />Peer feedback can be beneficial for learning, which might even be due to the difference fr...
Peer Feedback and Teacher Feedback<br />Peer feedback and teacher feedback can complementeach other, with students at time...
The Feedback in Oral Course<br />The goal of feedback is to give presenters information about their performance and about ...
Purpose of the study<br />to explore the effect of peer feedback on college students’ oral performance<br />16<br />
Purpose of the study<br />to investigate the perspectives of students on peer feedback<br />17<br />
Research Questions <br />18<br />
Methodology<br />19<br />
Participants<br />20<br />
Instruments<br />21<br />
English Evaluation Form<br />22<br />
Questionnaires<br />23<br />(From Taiwanese students’ perceptions on peer review activity, by Chaung, 2005)<br />
Procedure<br />The questionnaire <br />Pre-test<br />(the first presentation)<br />Control group<br />(A class) <br />Expe...
Online peers feedback
Oral peers feedback in class</li></ul>Teacher: <br /><ul><li>Evaluation form</li></ul> Students:<br /><ul><li>Evaluation form
Online peers feedback</li></ul>Post-test<br />(the second presentation)<br />The questionnaire <br />24<br />
Data analysis <br />25<br />
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Proposal -peer_feedback_in_a_second_language_oral_class_v5_allen

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Transcript of "Proposal -peer_feedback_in_a_second_language_oral_class_v5_allen"

  1. 1. Peer Feedback in an English Listening and Speaking Class<br />Presenter: Pei-Lun Allen Lee<br />Instructor: Dr. Pi-Ying Teresa Hsu<br />Date: June 8, 2011<br />1<br />
  2. 2. Content <br />2<br />
  3. 3. Introduction<br />3<br />
  4. 4. Background <br />(Oxford, 1997)<br />4<br />
  5. 5. Background<br />Cooperative learning provides a non-threatening learning context for interaction between students. <br />During cooperative learning, students are exposed to other perspectives and alternatives, they share and exchange ideas, criticize and provide feedback.<br />(Tang, 1998)<br />5<br />
  6. 6. Motivation <br />Individual and group accountability is that students can teach what they learn from someone else. The smaller group, the greater individual accountability may have.<br />(Johnson & Johnson, 1993)<br />6<br />
  7. 7. Motivation<br />Feedback can be described as information provided to an individual to increase performance. <br />(Kluger & Denisi, 1996)<br />7<br />
  8. 8. Literature Review<br />8<br />
  9. 9. Cooperative Learning<br />(Jensen, Johnson, & Johnson, 2002; Kaufman, Sutow, & Dunn, 1997; McCafferty, Jacobs, & Iddings, 2006)<br />9<br />
  10. 10. Cooperative Learning<br />Cooperative learning have four characteristics,<br />(Oxford,1997)<br />10<br />1. It can decrease the students’ anxiety and prejudice. <br />2. It can increase students’ intrinsic motivation. <br />3. It can create concern an altruistic relationship between students. <br />4. It can guide students’ own self-regulation.<br />
  11. 11. Feedback and Peer feedback<br />Feedback can have a strong positive effect on learning under certain conditions. <br />(Bangert-Drowns et al., 1991; Kluger & DeNisi, 1996)<br />11<br />
  12. 12. Feedback and Peer feedback<br />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. <br />(Narciss, 2008) <br />12<br />
  13. 13. Feedback and Peer feedback<br />Peer feedback can be beneficial for learning, which might even be due to the difference from teacher feedback.<br />(Topping, 1998) <br />13<br />
  14. 14. Peer Feedback and Teacher Feedback<br />Peer feedback and teacher feedback can complementeach other, with students at times being more adept atresponding to a student’s work as truly being in progress than the teachers. <br />(Caulk, 1994; Devenney, 1989)<br />14<br />
  15. 15. The Feedback in Oral Course<br />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. <br />(Nicol & Milligan, 2006)<br />15<br />
  16. 16. Purpose of the study<br />to explore the effect of peer feedback on college students’ oral performance<br />16<br />
  17. 17. Purpose of the study<br />to investigate the perspectives of students on peer feedback<br />17<br />
  18. 18. Research Questions <br />18<br />
  19. 19. Methodology<br />19<br />
  20. 20. Participants<br />20<br />
  21. 21. Instruments<br />21<br />
  22. 22. English Evaluation Form<br />22<br />
  23. 23. Questionnaires<br />23<br />(From Taiwanese students’ perceptions on peer review activity, by Chaung, 2005)<br />
  24. 24. Procedure<br />The questionnaire <br />Pre-test<br />(the first presentation)<br />Control group<br />(A class) <br />Experimental group<br />(B class) <br />Teacher: <br /><ul><li>Evaluation form</li></ul>Students: <br /><ul><li>Evaluation form
  25. 25. Online peers feedback
  26. 26. Oral peers feedback in class</li></ul>Teacher: <br /><ul><li>Evaluation form</li></ul> Students:<br /><ul><li>Evaluation form
  27. 27. Online peers feedback</li></ul>Post-test<br />(the second presentation)<br />The questionnaire <br />24<br />
  28. 28. Data analysis <br />25<br />
  29. 29. Data analysis <br />26<br />
  30. 30. Data analysis <br />27<br />
  31. 31. Thanks for listening!<br />Questions & Suggestions<br />28<br />
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