Dialogic Peer Feedback in Second-Language Writing Classrooms: Assessors' and Assessees' Perspectives

• In Event: 16.060 - Roundtable Session 3
  In Roundtable Session: 16.060-10 - Classroom Assessment SIG Roundtable

Abstract

Considering the emergence of dialogic feedback, this qualitative study aims at understanding student perceptions of dialogic peer feedback in the second language writing classes of a Chinese university. When dialogic opportunity was available, greater engagement, positive assessment experience, and extra learning gains were reported. The assessee's preference for a dialogue related to the inadequacy of written feedback, vague feedback and their need for psychological safety. The assessor's inclination for a dialogue was associated with problems like misunderstanding the writer's intention. A dialogue with the teacher was also the common need of the assessor and the assessee. Discussion will center on the role of dialogue to both parties from the angle of social constructivist and reflective learning.

Author

• Qiyun Zhu, University of Hong Kong