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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.
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]
Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Comparing self-reflection and peer feedback practices in an academic writing task: a student self-efficacy perspective.
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  Data: <searchLink fieldCode="AR" term="%22Wei%2C+Wei%22">Wei, Wei</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Cheong%2C+Choo+Mui%22">Cheong, Choo Mui</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Zhu%2C+Xinhua%22">Zhu, Xinhua</searchLink><relatesTo>3</relatesTo><i> xinhua.zhu@polyu.edu.hk</i><br /><searchLink fieldCode="AR" term="%22Lu%2C+Qi%22">Lu, Qi</searchLink><relatesTo>4</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Teaching+in+Higher+Education%22">Teaching in Higher Education</searchLink>. May2024, Vol. 29 Issue 4, p896-912. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+activities%22">Classroom activities</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Introspection%22">Introspection</searchLink>
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  Label: Abstract
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  Data: 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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  Data: <i>Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13562517.2022.2042242
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              Text: May2024
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