Work

Students’ experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching EFL and mathematics

Year: 2023

Type: article

Abstract: This study examined students’ experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching English as a foreign language (EFL) and mathematics. Data consisted of student surveys from two data sets related to teaching in lower secondary school (n = 2,832). Students (13–15 years old) in both subjects reported being to a low extent involved in peer feedback practices, but to a lesser extent in mathematics. Awareness raising of learning goals was the most important variable for students’ experiences of peer feedback practices, and even more important for students in mathematics teaching. Self-monitoring, self-efficacy, and enjoyment were positively associated with peer feedback practices. Enjoyment was positively associated with peer feedback practices, but a neglected dimension of teaching in the two subjects. Although students reported low degrees of anxiety, students also reported low levels of enjoyment in both subjects.

Source: Scandinavian Journal of Educational Research

DOI: 10.1080/00313831.2023.2192772

Authors: Kim-Daniel Vattøy, Siv M. Gamlem

Institution: Volda University College

Language: English

Topic: Student Assessment and Feedback

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Funder: Norges Forskningsråd