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Comparing self-reflection and peer feedback practices in an academic writing task: a student self-efficacy perspective.
- Source :
-
Teaching in Higher Education . May2024, Vol. 29 Issue 4, p896-912. 17p. - Publication Year :
- 2024
-
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]
Details
- Language :
- English
- ISSN :
- 13562517
- Volume :
- 29
- Issue :
- 4
- Database :
- Academic Search Index
- Journal :
- Teaching in Higher Education
- Publication Type :
- Academic Journal
- Accession number :
- 176495172
- Full Text :
- https://doi.org/10.1080/13562517.2022.2042242