Student perceptions on peer feedback training using a blended method: A UAE case
Zeina Hojeij and Sandra Baroudi
Zayed University, United Arab Emirates
The impact of peer reviewing for writers has been investigated extensively for the past three decades. Results have showed that peer reviewing improves writers' texts, helps in identifying their writing strategies, and develops their motivation and confidence. Less researched, however, are the ways that could improve the quality of peer-review feedback in an EFL context, compared with English dominant settings. To address this issue, the current study examined the effect of peer reviewing training on the motivation and engagement levels towards self and peer reviewing of undergraduate students who are Arabic native speakers at a foundation intermediate English class. Students received training on how to review essays and provide effective feedback on formal (related to English language structure) and global errors (related to the content and organisation of writing). Combinations of face to face training and self-paced training through mobile technology learning apps were provided to students for 10 weeks. Investigating students' perceptions and attitudes, this study found that combining peer editing training, face to face and mobile learning tools impacted positively upon EFL students' revisions and overall writing. Students were able to generate specific feedback on global as well as formal issues. This study concludes by presenting several practical implications and suggestions for future research.
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|Authors: Dr Zeina Hojeij holds an EdD in Educational Leadership and Administration from Saint Louis University, MI, USA. She is a Certified Online Instructor, CELTA and CELTYL certified. She is currently the Graduate Coordinator for the College of Education at Zayed University, Dubai, United Arab Emirates. Her research interests include mobile learning technology, educational leadership, bilingual education, and teaching and learning.|
Sandra Baroudi is a PhD candidate in Educational Leadership and Management at the British University in Dubai, UAE. She also holds a Master's degree in Educational Leadership and Management from Zayed University, United Arab Emirates. Her research interests include educational leadership, educational policy and management, technology in education, and teaching and learning.
Please cite as: Hojeij, Z. & Baroudi, S. (2018). Student perceptions on peer feedback training using a blended method: A UAE case. Issues in Educational Research, 28(3), 655-678. http://www.iier.org.au/iier28/hojeij.pdf