Comparing self-reflection and peer feedback practices in an academic writing task: a student self-efficacy perspective.
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| Title: | Comparing self-reflection and peer feedback practices in an academic writing task: a student self-efficacy perspective. |
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| Authors: | Wei, Wei1, Cheong, Choo Mui2, Zhu, Xinhua3 xinhua.zhu@polyu.edu.hk, Lu, Qi4 |
| Source: | Teaching in Higher Education. May2024, Vol. 29 Issue 4, p896-912. 17p. |
| Subject Terms: | *Undergraduates, *Academic discourse, *Classroom activities, Self-efficacy, Introspection |
| Abstract: | This study evaluated and compared student self-reflections and peer feedback on academic writing tasks with respect to both content and language. Twenty-nine undergraduate students were recruited from a university in Hong Kong. Guided by self-efficacy theory, the study provided three main findings. First, students tended to give feedback based on self-reflections rather than on their classmates' work. Students with low self-efficacy tended to give feedback addressing similar areas to different peers. Second, feedback givers with low self-efficacy reported greater difficulties in generating ideas and conducting self-reflections, and therefore in giving peer feedback. The sharing of peer feedback became a source of learning for subsequent self-reflections and peer feedback. Third, high self-efficacy students were more active in seeking advice from instructors. They reported giving feedback based on both self-reflection and their peers' work at both the micro and macro levels. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study evaluated and compared student self-reflections and peer feedback on academic writing tasks with respect to both content and language. Twenty-nine undergraduate students were recruited from a university in Hong Kong. Guided by self-efficacy theory, the study provided three main findings. First, students tended to give feedback based on self-reflections rather than on their classmates' work. Students with low self-efficacy tended to give feedback addressing similar areas to different peers. Second, feedback givers with low self-efficacy reported greater difficulties in generating ideas and conducting self-reflections, and therefore in giving peer feedback. The sharing of peer feedback became a source of learning for subsequent self-reflections and peer feedback. Third, high self-efficacy students were more active in seeking advice from instructors. They reported giving feedback based on both self-reflection and their peers' work at both the micro and macro levels. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13562517 |
| DOI: | 10.1080/13562517.2022.2042242 |
