Proposal  -peer_feedback_in_a_second_language_oral_class_v5_allen
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  • 1. Peer Feedback in an English Listening and Speaking Class
    Presenter: Pei-Lun Allen Lee
    Instructor: Dr. Pi-Ying Teresa Hsu
    Date: June 8, 2011
    1
  • 2. Content
    2
  • 3. Introduction
    3
  • 4. Background
    (Oxford, 1997)
    4
  • 5. 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)
    5
  • 6. 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)
    6
  • 7. Motivation
    Feedback can be described as information provided to an individual to increase performance.
    (Kluger & Denisi, 1996)
    7
  • 8. Literature Review
    8
  • 9. Cooperative Learning
    (Jensen, Johnson, & Johnson, 2002; Kaufman, Sutow, & Dunn, 1997; McCafferty, Jacobs, & Iddings, 2006)
    9
  • 10. 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.
  • 11. Feedback and Peer feedback
    Feedback can have a strong positive effect on learning under certain conditions.
    (Bangert-Drowns et al., 1991; Kluger & DeNisi, 1996)
    11
  • 12. 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)
    12
  • 13. Feedback and Peer feedback
    Peer feedback can be beneficial for learning, which might even be due to the difference from teacher feedback.
    (Topping, 1998)
    13
  • 14. Peer Feedback and Teacher Feedback
    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.
    (Caulk, 1994; Devenney, 1989)
    14
  • 15. 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)
    15
  • 16. Purpose of the study
    to explore the effect of peer feedback on college students’ oral performance
    16
  • 17. Purpose of the study
    to investigate the perspectives of students on peer feedback
    17
  • 18. Research Questions
    18
  • 19. Methodology
    19
  • 20. Participants
    20
  • 21. Instruments
    21
  • 22. English Evaluation Form
    22
  • 23. Questionnaires
    23
    (From Taiwanese students’ perceptions on peer review activity, by Chaung, 2005)
  • 24. Procedure
    The questionnaire
    Pre-test
    (the first presentation)
    Control group
    (A class)
    Experimental group
    (B class)
    Teacher:
    • Evaluation form
    Students:
    • Evaluation form
    • 25. Online peers feedback
    • 26. Oral peers feedback in class
    Teacher:
    • Evaluation form
    Students:
    • Evaluation form
    • 27. Online peers feedback
    Post-test
    (the second presentation)
    The questionnaire
    24
  • 28. Data analysis
    25
  • 29. Data analysis
    26
  • 30. Data analysis
    27
  • 31. Thanks for listening!
    Questions & Suggestions
    28