Effects of Peer Feedback on Student Emotions and Performance

• In Event: 28.092 - Sheraton Roundtable Two - Osgoode Ballroom
  In Roundtable Session: 28.092-9 - The Role of Teacher and Peer Feedback in Facilitating Motivation

Abstract

Students need feedback in order to improve. In this quasi-experimental study, the effects of written peer feedback on 40 Chinese middle school learners of English was examined. The study employed a within-subjects design in which participants served as their own controls. An A-B B-A design was used, in which roughly half of the students wrote assignments as usual, while the other half engaged in peer feedback of assignments for a week. The two groups then switched conditions for the second week. Results demonstrate that performance improved with peer feedback, consistent with constructivist learning models, but students also reported greater positive emotions under the feedback condition, indicating that peer feedback is effective in supporting both learning and positive student emotion.

Authors

• Yuan Xu, McGill University

• Michael Lindsley Hoover, McGill University