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Learners’ perceived advantages and social-affective dispositions toward online peer feedback in academic writing
Peer feedback is widely acknowledged for its advantages and benefits in improving students’ learning in writing classes. Although the integration of online platforms has been found to impact peer feedback, research on second language learners’ perceived advantages of social affective disposition to...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9531959/ https://www.ncbi.nlm.nih.gov/pubmed/36204744 http://dx.doi.org/10.3389/fpsyg.2022.973478 |
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author | Zhang, Meng He, Qiaoling Du, Jianxia Liu, Fangtong Huang, Bosu |
author_facet | Zhang, Meng He, Qiaoling Du, Jianxia Liu, Fangtong Huang, Bosu |
author_sort | Zhang, Meng |
collection | PubMed |
description | Peer feedback is widely acknowledged for its advantages and benefits in improving students’ learning in writing classes. Although the integration of online platforms has been found to impact peer feedback, research on second language learners’ perceived advantages of social affective disposition to using multiple platforms for delivering peer feedback is limited. To address the aforementioned research gap, we conducted this 12-week action research to explore how 12 doctoral students at a university in Macau perceived their experience of using multiple online feedbacks in an academic writing course. To integrate the various advantages of different online platforms, we adopted three tools including Moodle, Rain Classroom, and WeChat for the delivery of peer feedback. The results demonstrated learners’ perceived advantages and disadvantages of online peer feedback and how the different online peer feedback can be combined to magnify their benefits for academic writing. It also revealed that the use of emojis, memes, and one-to-one conversation window on WeChat can foster students’ positive emotions. However, the ubiquitous connection by WeChat Moments increased their emotional load and undermined peer trust. |
format | Online Article Text |
id | pubmed-9531959 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-95319592022-10-05 Learners’ perceived advantages and social-affective dispositions toward online peer feedback in academic writing Zhang, Meng He, Qiaoling Du, Jianxia Liu, Fangtong Huang, Bosu Front Psychol Psychology Peer feedback is widely acknowledged for its advantages and benefits in improving students’ learning in writing classes. Although the integration of online platforms has been found to impact peer feedback, research on second language learners’ perceived advantages of social affective disposition to using multiple platforms for delivering peer feedback is limited. To address the aforementioned research gap, we conducted this 12-week action research to explore how 12 doctoral students at a university in Macau perceived their experience of using multiple online feedbacks in an academic writing course. To integrate the various advantages of different online platforms, we adopted three tools including Moodle, Rain Classroom, and WeChat for the delivery of peer feedback. The results demonstrated learners’ perceived advantages and disadvantages of online peer feedback and how the different online peer feedback can be combined to magnify their benefits for academic writing. It also revealed that the use of emojis, memes, and one-to-one conversation window on WeChat can foster students’ positive emotions. However, the ubiquitous connection by WeChat Moments increased their emotional load and undermined peer trust. Frontiers Media S.A. 2022-09-20 /pmc/articles/PMC9531959/ /pubmed/36204744 http://dx.doi.org/10.3389/fpsyg.2022.973478 Text en Copyright © 2022 Zhang, He, Du, Liu and Huang. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Zhang, Meng He, Qiaoling Du, Jianxia Liu, Fangtong Huang, Bosu Learners’ perceived advantages and social-affective dispositions toward online peer feedback in academic writing |
title | Learners’ perceived advantages and social-affective dispositions toward online peer feedback in academic writing |
title_full | Learners’ perceived advantages and social-affective dispositions toward online peer feedback in academic writing |
title_fullStr | Learners’ perceived advantages and social-affective dispositions toward online peer feedback in academic writing |
title_full_unstemmed | Learners’ perceived advantages and social-affective dispositions toward online peer feedback in academic writing |
title_short | Learners’ perceived advantages and social-affective dispositions toward online peer feedback in academic writing |
title_sort | learners’ perceived advantages and social-affective dispositions toward online peer feedback in academic writing |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9531959/ https://www.ncbi.nlm.nih.gov/pubmed/36204744 http://dx.doi.org/10.3389/fpsyg.2022.973478 |
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