The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL |
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| Authors: | Elke Van Steendam Gert Rijlaarsdam Lies Sercu Huub Van den Bergh |
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| Institution: | 1. Faculty of Applied Economic Sciences, University of Antwerp, Prinsstraat 13, B-2000 Antwerp, Belgium;2. Graduate School of Teaching and Learning, University of Amsterdam, Spinozastraat 55, 1018 HJ Amsterdam, the Netherlands;3. Department of Language and Education, Faculty of Arts, University of Leuven, Blijde-Inkomststraat 21, B-3000 Leuven, Belgium;4. Utrecht Institute of Linguistics, Faculty of Arts, University of Utrecht, Trans 10, 3512 JK Utrecht, the Netherlands;1. Faculty of Education, University of Macau, Macau;2. Faculty of Education, The Chinese University of Hong Kong, Hong Kong;1. Department of Information and Learning Technology, National University of Tainan, No. 33, Sec. 2, Shulin St., Tainan City 70005, Taiwan;2. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, 43, Sec.4, Keelung Rd., Taipei, 106, Taiwan;1. Faculty of Education, University of Macau, Macau SAR, Room 3007, E33, Av. da Universidade, Taipa, Macau, China;2. National Institute of Education, Nanyang Technological University, Singapore |
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| Abstract: | Studies in peer feedback on written texts show that instruction in revision is necessary for the effectiveness of global feedback. Participants in the study were 247 university freshmen, native speakers of Dutch, who took the same Business English course, and were instructed a revision strategy following Schunk and Zimmerman's social cognitive model. Participants were first instructed through observation or practising, followed by dyadic or individual emulation, with the aim to determine the most effective combination of instruction and emulation for revision. Results showed a significant interaction of the above two factors. If emulation happens individually, then observation and practice are equally effective in terms of strategy acquisition. For dyadic emulation to be productive, it needs to be preceded by observation. |
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