Repository Universitas Pakuan

Detail Karya Ilmiah Dosen

Tina Priyantin, Nenden Sri Lengkanawati, Didi Suherdi

Judul : Oral Peer Feedback in Online Settings to Foster Self-Regulated Learning

Abstrak :
Online peer feedback is believed to influence students’ progress more effectively and efficiently since it provides more interesting learning and evaluation. However, there were only some studies which relate peer feedback and self- regulated learning. A qualitative method was adopted with observations and an open-ended questionnaire to collect the data. This study investigates how students perceive oral peer feedback in online settings and their preferences to the types and models of peer feedback and how online peer feedback stimulated self-regulation. The results revealed that students tended to produce more motivational peer feedback than the corrective one. They also preferred to have online peer feedback in terms of attractive application and time flexibility. Written feedback was also the preference due to their lack of confidence in giving oral peer feedback and their inability as an assessee to identify oral peer comments. Students perceived oral peer feedback in online settings as beneficial and useful to increase their confidence and speaking skill, but not significantly their ability to argue. Peer feedback also stimulated some items in self-regulation mostly on receiving, evaluating, triggering, searching, and assessing. Future research is suggested to develop self-regulated learning through oral peer feedback and how it impacts students’ oral performances.

Keywords: Learning assessment, peer feedback, self-regulated learning, technology-enhanced language learning

Tahun : 2021 Media Publikasi : Prosiding

Kategori : Prosiding No/Vol/Tahun : 546 / 546 / 2021

ISSN/ISBN : 2352-5398/978-94-6239-372-1

PTN/S : Universitas Pakuan dan Universitas Pendidikan Indonesia Program Studi : PENDIDIKAN BAHASA INGGRIS

Bibliography :
Akbari, E., Naderi, A., Simons, R. J., & Pilot, A. (2016). Student engagement and foreign language learning through online social networks. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 4. https://doi.org/10.1186/s40862-016-0006-7

Bai, B., & Wang, J. (2020). The role of growth mindset, self-efficacy and intrinsic value in self- regulated learning and English language learning achievements. Language Teaching Research, 136216882093319. https://doi.org/10.1177/1362168820933190

Deeley, S. J. (2018). Using technology to facilitate effective assessment for learning and feedback in higher education. Assessment and Evaluation in Higher Education, 43(3), 439–448. https://doi.org/10.1080/02602938.2017.1356906

Demir, M. (2018). Using online peer assessment in an Instructional Technology and Material Design course through social media. Higher Education, 75(3), 399–414. https://doi.org/10.1007/s10734- 017-0146-9

Demirbilek, M. (2015). Social media and peer feedback: What do students really think about using Wiki and Facebook as platforms for peer feedback? Active Learning in Higher Education, 16(3), 211–224. https://doi.org/10.1177/1469787415589530

Espasa, A., Mayordomo, R. M., Guasch, T., & Martinez-Melo, M. (2019). Does the type of feedback channel used in online learning environments matter? Students’ perceptions and impact on learning. Active Learning in Higher Education, 146978741989130. https://doi.org/10.1177/1469787419891307

Farr, F. & Murray, L. (2016). The Routledge handbook of language learning and technology. Routledge.

Gikandi, J. W., & Morrow, D. (2016). Designing and implementing peer formative feedback within online learning environments. Technology, Pedagogy and Education, 25(2), 153–170. https://doi.org/10.1080/1475939X.2015.1058853

Greene, J. A. (2020). Building upon synergies among self-regulated learning and formative assessment research and practice. Assessment in Education: Principles, Policy and Practice, 27(4), 463–476. https://doi.org/10.1080/0969594X.2020.1802225

Hamied, F. A. (2017). Research Methods: A guide for frst-time researchers. UPI Press.

Hsu, P. L., & Huang, K. H. (2015). Evaluating online peer assessment as an educational tool for promoting self-regulated learning. Communications in Computer and Information Science, 540, 161–173. https://doi.org/10.1007/978-3-662-48319-0_13

Ion, G., SaÌnchez MartiÌ, A., & Agud Morell, I. (2019). Giving or receiving feedback: which is more beneficial to students’ learning? Assessment and Evaluation in Higher Education, 44(1), 124–138. https://doi.org/10.1080/02602938.2018.1484881

Kartchava, E., Gatbonton, E., Ammar, A., & Trofimovich, P. (2020). Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices. Language Teaching Research, 24(2), 220–249. https://doi.org/10.1177/1362168818787546

Le Hebel, F., Constantinou, C. P., Hospesova, A., Grob, R., Holmeier, M., Montpied, P., Moulin, M., Petr, J., Rokos, L., StuchliÌkovaÌ, I., Tiberghien, A., Tsivitanidou, O., & ZÌŒlaÌbkovaÌ, I. (2018). Students’ perspectives on peer assessment. In Transforming Assessment (pp. 141-173). Springer, Cham. https://doi.org/10.1007/978-3-319-63248-3_6

Lim, C. L., Jalil, H. A., Marof, A. M., & Saad, W. Z. (2020). Peer learning, self-regulated learning and academic achievement in blended learning courses: A structural equation modelling approach. International Journal of Emerging Technologies in Learning, 15(3), 110–125. https://doi.org/10.3991/ijet.v15i03.12031

Lin,J. W. (2018). Effects of an online team project- based learning environment with group awareness and peer evaluation on socially shared regulation of learning and self-regulated learning. Behaviour and Information Technology, 37(5), 445–461. https://doi.org/10.1080/0144929X.2018.1451558

Luo, T. (2016). Enabling microblogging-based peer feedback in face-to-face classrooms. Innovations in Education and Teaching International, 53(2), 156–166. https://doi.org/10.1080/14703297.2014.995202

McCarthy, J. (2017). Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models. Active Learning in Higher Education, 18(2), 127–141. https://doi.org/10.1177/1469787417707615

Pham, T. N., Lin, M., Trinh, V. Q., & Bui, L. T. P. (2020). Electronic peer feedback, EFL academic writing and reflective thinking: Evidence from a Confucian context. SAGE Open, 215824402091455. https://doi.org/10.1177/2158244020914554

Saeed, M. A., Ghazali, K., Sahuri, S. S., & Abdulrab, M. (2018). Engaging EFL learners in online peer feedback on writing: What does it tell us? Journal of Information Technology Education: Research, 17, 039–061. https://doi.org/10.28945/3980

Saidalvi, A., & Samad, A. A. (2019). Online peer motivational feedback in a public speaking course. GEMA Online Journal of Language Studies, 19(4), 258–277. https://doi.org/10.17576/gema-2019-1904-14

Seker, M. (2016). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600–618. https://doi.org/10.1177/1362168815578550

Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2), 524. https://doi.org/10.3390/su12020524

Symons, D., & Blannin, J. (2019). Empowerment and disempowerment in peer observation within pre- service teacher, technology-assisted integrated STEM education. In Encyclopedia of Education and Information Technologies (pp. 1–8). Springer International Publishing. https://doi.org/10.1007/978-3-319-60013-0_178- 1

Taylor, & Hinchman. (2020). Strategies for using Flipgrid in the Education. US-China Education Review B, 10(1). https://doi.org/10.17265/2161- 6248/2020.01.003

Tseng, Sheng-Shiang|Yeh, H.-C. (2019). The Impact of Video and Written Feedback on Student Preferences of English Speaking Practice. Language Learning & Technology, 23(2), 145– 158.

van der Pol, J., van den Berg, B. A. M., Admiraal, W. F., & Simons, P. R. J. (2008). The nature, reception, and use of online peer feedback in higher education. Computers and Education, 51(4), 1804–1817. https://doi.org/10.1016/j.compedu.2008.06.001

Yeh, H. C., Tseng, S. S., & Chen, Y. S. (2019). Using online peer feedback through Blogs to promote speaking performance. Journal of Educational & Society, 22(1), https://www.j-ets.net/collection/published- issues/22_1.

URL : https://www.atlantis-press.com/proceedings/conaplin-20/125956064

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Detail Karya Ilmiah Dosen

Tina Priyantin, Nenden Sri Lengkanawati, Didi Suherdi

Judul	:	Oral Peer Feedback in Online Settings to Foster Self-Regulated Learning
Abstrak	:	Online peer feedback is believed to influence students’ progress more effectively and efficiently since it provides more interesting learning and evaluation. However, there were only some studies which relate peer feedback and self- regulated learning. A qualitative method was adopted with observations and an open-ended questionnaire to collect the data. This study investigates how students perceive oral peer feedback in online settings and their preferences to the types and models of peer feedback and how online peer feedback stimulated self-regulation. The results revealed that students tended to produce more motivational peer feedback than the corrective one. They also preferred to have online peer feedback in terms of attractive application and time flexibility. Written feedback was also the preference due to their lack of confidence in giving oral peer feedback and their inability as an assessee to identify oral peer comments. Students perceived oral peer feedback in online settings as beneficial and useful to increase their confidence and speaking skill, but not significantly their ability to argue. Peer feedback also stimulated some items in self-regulation mostly on receiving, evaluating, triggering, searching, and assessing. Future research is suggested to develop self-regulated learning through oral peer feedback and how it impacts students’ oral performances. Keywords: Learning assessment, peer feedback, self-regulated learning, technology-enhanced language learning
Tahun	:	2021	Media Publikasi	:	Prosiding
Kategori	:	Prosiding	No/Vol/Tahun	:	546 / 546 / 2021
ISSN/ISBN	:	2352-5398/978-94-6239-372-1
PTN/S	:	Universitas Pakuan dan Universitas Pendidikan Indonesia	Program Studi	:	PENDIDIKAN BAHASA INGGRIS
Bibliography	:	Akbari, E., Naderi, A., Simons, R. J., & Pilot, A. (2016). Student engagement and foreign language learning through online social networks. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 4. https://doi.org/10.1186/s40862-016-0006-7 Bai, B., & Wang, J. (2020). The role of growth mindset, self-efficacy and intrinsic value in self- regulated learning and English language learning achievements. Language Teaching Research, 136216882093319. https://doi.org/10.1177/1362168820933190 Deeley, S. J. (2018). Using technology to facilitate effective assessment for learning and feedback in higher education. Assessment and Evaluation in Higher Education, 43(3), 439–448. https://doi.org/10.1080/02602938.2017.1356906 Demir, M. (2018). Using online peer assessment in an Instructional Technology and Material Design course through social media. Higher Education, 75(3), 399–414. https://doi.org/10.1007/s10734- 017-0146-9 Demirbilek, M. (2015). Social media and peer feedback: What do students really think about using Wiki and Facebook as platforms for peer feedback? Active Learning in Higher Education, 16(3), 211–224. https://doi.org/10.1177/1469787415589530 Espasa, A., Mayordomo, R. M., Guasch, T., & Martinez-Melo, M. (2019). Does the type of feedback channel used in online learning environments matter? Students’ perceptions and impact on learning. Active Learning in Higher Education, 146978741989130. https://doi.org/10.1177/1469787419891307 Farr, F. & Murray, L. (2016). The Routledge handbook of language learning and technology. Routledge. Gikandi, J. W., & Morrow, D. (2016). Designing and implementing peer formative feedback within online learning environments. Technology, Pedagogy and Education, 25(2), 153–170. https://doi.org/10.1080/1475939X.2015.1058853 Greene, J. A. (2020). Building upon synergies among self-regulated learning and formative assessment research and practice. Assessment in Education: Principles, Policy and Practice, 27(4), 463–476. https://doi.org/10.1080/0969594X.2020.1802225 Hamied, F. A. (2017). Research Methods: A guide for frst-time researchers. UPI Press. Hsu, P. L., & Huang, K. H. (2015). Evaluating online peer assessment as an educational tool for promoting self-regulated learning. Communications in Computer and Information Science, 540, 161–173. https://doi.org/10.1007/978-3-662-48319-0_13 Ion, G., SaÌnchez MartiÌ, A., & Agud Morell, I. (2019). Giving or receiving feedback: which is more beneficial to students’ learning? Assessment and Evaluation in Higher Education, 44(1), 124–138. https://doi.org/10.1080/02602938.2018.1484881 Kartchava, E., Gatbonton, E., Ammar, A., & Trofimovich, P. (2020). Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices. Language Teaching Research, 24(2), 220–249. https://doi.org/10.1177/1362168818787546 Le Hebel, F., Constantinou, C. P., Hospesova, A., Grob, R., Holmeier, M., Montpied, P., Moulin, M., Petr, J., Rokos, L., StuchliÌkovaÌ, I., Tiberghien, A., Tsivitanidou, O., & ZÌŒlaÌbkovaÌ, I. (2018). Students’ perspectives on peer assessment. In Transforming Assessment (pp. 141-173). Springer, Cham. https://doi.org/10.1007/978-3-319-63248-3_6 Lim, C. L., Jalil, H. A., Marof, A. M., & Saad, W. Z. (2020). Peer learning, self-regulated learning and academic achievement in blended learning courses: A structural equation modelling approach. International Journal of Emerging Technologies in Learning, 15(3), 110–125. https://doi.org/10.3991/ijet.v15i03.12031 Lin,J. W. (2018). Effects of an online team project- based learning environment with group awareness and peer evaluation on socially shared regulation of learning and self-regulated learning. Behaviour and Information Technology, 37(5), 445–461. https://doi.org/10.1080/0144929X.2018.1451558 Luo, T. (2016). Enabling microblogging-based peer feedback in face-to-face classrooms. Innovations in Education and Teaching International, 53(2), 156–166. https://doi.org/10.1080/14703297.2014.995202 McCarthy, J. (2017). Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models. Active Learning in Higher Education, 18(2), 127–141. https://doi.org/10.1177/1469787417707615 Pham, T. N., Lin, M., Trinh, V. Q., & Bui, L. T. P. (2020). Electronic peer feedback, EFL academic writing and reflective thinking: Evidence from a Confucian context. SAGE Open, 215824402091455. https://doi.org/10.1177/2158244020914554 Saeed, M. A., Ghazali, K., Sahuri, S. S., & Abdulrab, M. (2018). Engaging EFL learners in online peer feedback on writing: What does it tell us? Journal of Information Technology Education: Research, 17, 039–061. https://doi.org/10.28945/3980 Saidalvi, A., & Samad, A. A. (2019). Online peer motivational feedback in a public speaking course. GEMA Online Journal of Language Studies, 19(4), 258–277. https://doi.org/10.17576/gema-2019-1904-14 Seker, M. (2016). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600–618. https://doi.org/10.1177/1362168815578550 Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2), 524. https://doi.org/10.3390/su12020524 Symons, D., & Blannin, J. (2019). Empowerment and disempowerment in peer observation within pre- service teacher, technology-assisted integrated STEM education. In Encyclopedia of Education and Information Technologies (pp. 1–8). Springer International Publishing. https://doi.org/10.1007/978-3-319-60013-0_178- 1 Taylor, & Hinchman. (2020). Strategies for using Flipgrid in the Education. US-China Education Review B, 10(1). https://doi.org/10.17265/2161- 6248/2020.01.003 Tseng, Sheng-Shiang\|Yeh, H.-C. (2019). The Impact of Video and Written Feedback on Student Preferences of English Speaking Practice. Language Learning & Technology, 23(2), 145– 158. van der Pol, J., van den Berg, B. A. M., Admiraal, W. F., & Simons, P. R. J. (2008). The nature, reception, and use of online peer feedback in higher education. Computers and Education, 51(4), 1804–1817. https://doi.org/10.1016/j.compedu.2008.06.001 Yeh, H. C., Tseng, S. S., & Chen, Y. S. (2019). Using online peer feedback through Blogs to promote speaking performance. Journal of Educational & Society, 22(1), https://www.j-ets.net/collection/published- issues/22_1.
URL	:	https://www.atlantis-press.com/proceedings/conaplin-20/125956064