THAI AND NON-THAI INSTRUCTORS’ PERSPECTIVES ON PEER FEEDBACK ACTIVITIES IN ENGLISH ORAL PRESENTATIONS

1st December 2022; 31st January 2023; 2nd March 2023; 4th March 2023

Authors

  • Raveewan Wanchid Ph.D., Assistant Professor, Department of Languages, Faculty of Applied Arts, King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand
  • Valaikorn Charoensuk Ph.D., Department of Languages, Faculty of Applied Arts, King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand

DOI:

https://doi.org/10.20319/pijss.2023.91.0122

Keywords:

English Oral Presentations, Peer Feedback Activities, Thai, Non-Thai

Abstract

The purposes of this research were 1) to investigate Thai and non-Thai teachers’ perspectives on peer feedback activities in English oral presentations; 2) to compare the perspectives on peer feedback activities of Thai and non-Thai teachers, and 3) to explore possible reasons affecting the Thai and non-Thai teachers’ perspectives on peer feedback activities in their real classroom practices. The study was conducted with 5 Thai and 5 foreign instructors. Questionnaires, interviews, and classroom observations were used to collect the data. Descriptive statistics and content analysis were employed in the data analysis. The results revealed that 1) in general both Thai and non-Thai instructors moderately agreed that peer feedback was beneficial for students, 2) the perspectives of Thai and non-Thai teachers in most items were not significantly different, and 3) there were six possible reasons why Thai and non-Thai teachers have different perspectives on some issues towards the use of peer feedback activities.

References

Adachi, C., Tai, J. H. M., & P. Dawson. (2017). Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education. Assessment & Evaluation in Higher Education: 1-13. https://doi.org/10.1080/02602938.2017.1339775

Ajzen, I. (2005). Attitudes, personality and behavior (2nd ed.). New York: Open University Press.

Black, P., & Wiliam, D. (2006). Developing a theory of formative assessment.

Borg, S. (2006). Teacher cognition and language education: Research and Practice London: Continuum.

Boston, C. (2002). The Concept of Formative Assessment, Practical Assessment, Research, and Evaluation, 8(1), 1-6. doi: 10.7275/kmcq-dj31

Boud, D. (2016). Current influences on changing assessment: Implications for research to make a difference. Invited keynote address at EARLI SIG 1 Assessment & Evaluation Conference. Munich, Germany.

Boud, D., Cohen, R., & Sampson, J. (1999). Peer learning and assessment. Assessment and Evaluation in Higher Education 24(4), 413 – 426. https://doi.org/10.1080/0260293990240405

Brookhart, S. M. (2008). How to give effective feedback to your students. Virginia: Association for Supervision and Curriculum Development.

Brooks, G., & Wilson, J. (2014). Using Oral Presentations to Improve Students’ English Language Skill. Japan: Kwansei Gakuin University – Humanities Review, 19: 199-212.

Brown, G. T. L. (2008). Conceptions of assessment: Understanding what assessment means to teachers and students. New York: Nova Science Publishers. https://doi.org/10.1037/t01348-000

Brown, G. T. L., Kennedy, K. J., Fok, P. K., Chan, J. K. S., & Yu, W. M. (2009). Assessment for student improvement: understanding Hong Kong teachers’ conceptions and practices of assessment, Assessment in Education: Principles, Policy & Practice, 16:3, 347-363. https://doi.org/10.1080/09695940903319737

Bryant, D. A., & Carless, D. R. (2009). ‘Peer assessment in a test-dominated setting: Empowering, boring or facilitating examination preparation?’, Educational Research for Policy and Practice, 9(1), 3–15. https://doi.org/10.1007/s10671-009-9077-2

Chaqmaqchee, Z. A. (2015). Empowering learning: students and teachers outlook on peer assessment for oral presentation. Journal of Education and Practice, 6, 75-81.

Cheng, W., & Warren, M. (1997). Having second thoughts: student perceptions before and after a peer assessment exercise. Studies in Higher Education, 22, 233–239. https://doi.org/10.1080/03075079712331381064

Cheng, W., & Warren, M. (2005). Peer assessment of language proficiency. Language Testing, 22(1), 93-121. https://doi.org/10.1191/0265532205lt298oa

Cowie, B., & Harrison, C. (2016). Classroom processes that support effective assessment.

Falchikov, N. (1995). Peer feedback marking: Developing peer assessment. Innovations in Education & Training International, 32(2), 175–187. https://doi.org/10.1080/1355800950320212

Fitzpatrick, C. (1999) Students as evaluators in practicum: examining peer/self-assessment and self-efficacy, paper presented at the National Conference of the Association for Counselor Education and Supervision, New Orleans, LA, 27–31 October.

Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers' beliefs: What are they? Which have been examined? What can they tell us? https://doi.org/10.1037/13274-019

Harris, L. R., & Brown, G. T. L. (2013). Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation. Teaching and Teacher Education, 36(0)), 101–111. https://doi.org/10.1016/j.tate.2013.07.008

Huxham, M., Campbell, F., & Westwood, J. (2010). Oral versus written assessment: a test of student performance and attitudes. Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2010.515012

Hwang, G. J., Hung, C. M., & Chen, N. S. (2014). Improving learning achievements, motivations and problem-solving skills through a peer assessment-based game development approach. Educational Technology Research and Development, 62(2), 129-145. https://doi.org/10.1007/s11423-013-9320-7

Kim, M., & Ryu, J. (2013). The development and implementation of a web-based formative peer assessment system for enhancing students’ metacognitive awareness and performance in ill-structured tasks. Educational Technology Research and Development, 61(4), 549-561. https://doi.org/10.1007/s11423-012-9266-1

Liu, N. F., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279-290. https://doi.org/10.1080/13562510600680582

Lynch, D. H., & Golen, S. (1992). Peer evaluation of writing in business communication classes. Journal of Education for Business, 68(1), 44–48. https://doi.org/10.1080/08832323.1992.10117585

Mouhoubi-Messadh, C. (2017). Reflections on Hidden Voices in the EFL Classroom: The “Anxious” Learner and the “Caring” Teacher. PEOPLE: International Journal of Social Sciences, 3(3), 14-25. https://doi.org/10.20319/pijss.2017.32.1425

Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501–517. https://doi.org/10.1080/02602931003786559

Noonan, B., & Duncan, C. R. (2005). Peer and self-assessment in high schools. Practical Assessment, Research & Evaluation, 10(17).

Panadero, E. & Brown, G.T.L. (2017). Teachers’ reasons for using peer assessment: positive experience predicts use. European Journal of Psychology of Education 32(1): 133-56. https://doi.org/10.1007/s10212-015-0282-5

Panadero, E., Jonsson, A., & Strijbos, J. W. (2016). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implementation. https://doi.org/10.1007/978-3-319-39211-0_18

Price, M., Carroll, J., O’Donovan, B., & Rust, C. (2011). If I was going there, I wouldn’t start from here: a critical commentary on current assessment practice. Assessment and Evaluation in Higher Education 36(2), 479 – 492. https://doi.org/10.1080/02602930903512883

Race, P., Brown, S., & Smith, B. (2005). 500 Tips on assessment. London: Routledge. https://doi.org/10.4324/9780203307359

Rotsaert, T., Panadero, E., & Schellens, T. (2018). Peer assessment use, its social nature challenges and perceived educational value: A teachers’ survey study. Studies In Educational Evaluation, 59, 124-132. https://doi.org/10.1016/j.stueduc.2018.07.001

Rubie-Davies, C., Flint, A., & McDonald, L. (2012). Teacher beliefs, teacher characteristics, and school contextual factors: what are the relationships? The British journal of educational psychology, 82, 270-88. https://doi.org/10.1111/j.2044-8279.2011.02025.x

Rust, C., Price, M., & O’Donovan, B. (2003). Improving students’ learning by developing their understanding of assessment criteria and processes. Assessment and Evaluation in Higher Education, 28, 147-164. https://doi.org/10.1080/02602930301671

Sluijsmans, D. M. A., Brand-Gruwel, S., Van Merrienboer, J. J. G., & Bastiens, T. J. (2003). The training of peer assessment skills to promote the development of reflection skills in teacher education. Studies in Educational Evaluation, 29, 23-42. https://doi.org/10.1016/S0191-491X(03)90003-4

Smith, H., Cooper, A., & Lancaster, L. (2002). Improving the quality of undergraduate peer assessment: a case for student and staff development. Innovations in Education and Teaching International, 39(1), 71–81. https://doi.org/10.1080/13558000110102904

Smyth, K. (2004). The benefits of students learning about critical evaluation rather than being summatively judged. Assessment and Evaluation in Higher Education, 29, 369-378. https://doi.org/10.1080/0260293042000197609

Spandorfer, J., Puklus, T., Rose, V., Vahedi, M., Collins, L., Giordano, C., & Braster, C. (2014). Peer assessment among first year medical students in anatomy. Anatomical Sciences Education, 7(2), 144–152. https://doi.org/10.1002/ase.1394

Topping, K. J. (2009). Peer assessment. Theory into Practice, 48, 20-27. https://doi.org/10.1080/00405840802577569

Vanderhoven, E., Raes, A., Montrieux, H., Rotsaert, T., & Schellens, T. (2015). What if pupils can assess their peers anonymously? A quasi-experimental study. Computers & Education, 81, 123–132. https://doi.org/10.1016/j.compedu.2014.10.001

Wang, B., Yu, S., & Teo, T. (2018). Experienced EFL teachers’ beliefs about feedback on student oral presentations. Asian-Pacific Journal of Second and Foreign Language Education. 3. https://doi.org/10.1186/s40862-018-0053-3

Wen, M. L., Tsai, C. C., & Chang, C. Y. (2006). Attitudes towards peer assessment: A comparison of the perspectives of pre-service and in-service teachers. Innovations in Education and Teaching International, 43(1), 83-92. https://doi.org/10.1080/14703290500467640

Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A econceptualization. Teaching and Teacher Education, 58, 149–162. https://doi.org/10.1016/j.tate.2016.05.010

Zevenbergen, R. (2001). Peer assessment of student constructed posters: assessment alternatives in pre-service mathematics education, Journal of Mathematics Teacher Education, 4, 95–113. https://doi.org/10.1023/A:1011401532410

Zhao, H. (2018). Exploring tertiary English as a foreign language writing tutors’ perceptions of the appropriateness of peer assessment for writing. Assessment & Evaluation in Higher Education, 43 (7), 1133-1145. https://doi.org/10.1080/02602938.2018.1434610

Downloads

Published

2023-03-15

How to Cite

Wanchid, R., & Charoensuk, V. (2023). THAI AND NON-THAI INSTRUCTORS’ PERSPECTIVES ON PEER FEEDBACK ACTIVITIES IN ENGLISH ORAL PRESENTATIONS: 1st December 2022; 31st January 2023; 2nd March 2023; 4th March 2023. PEOPLE: International Journal of Social Sciences, 9(1), 01–22. https://doi.org/10.20319/pijss.2023.91.0122