{"title":"Understanding changes in learner engagement with peer feedback giving in EFL writing: A longitudinal study","authors":"","doi":"10.1016/j.stueduc.2024.101391","DOIUrl":null,"url":null,"abstract":"<div><p>This longitudinal case study investigates three EFL learners’ engagement changes with peer feedback giving from affective, behavioral and cognitive perspectives over an academic year. Data were collected from multiple sources, including learners’ texts, feedback messages, open-ended questionnaire, stimulated recalls, and semi-structured interviews. The findings show that the three dimensions of learner engagement with peer feedback giving interacted with each other dynamically during the academic year. While learners’ positive affective engagement promoted their cognitive and behavioral engagement, their negative feelings did not necessarily restrain the enhancement of the other two aspects. In turn, learners’ cognitive and behavioral engagement could either promote or hinder their affective engagement. This study advances our understanding of the multifaceted and dynamic nature of learner engagement with peer feedback giving. It provides pedagogical implications for writing educators to develop teaching strategies to promote learner engagement and maximize learning opportunities in the feedback giving process.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Educational Evaluation","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0191491X24000701","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This longitudinal case study investigates three EFL learners’ engagement changes with peer feedback giving from affective, behavioral and cognitive perspectives over an academic year. Data were collected from multiple sources, including learners’ texts, feedback messages, open-ended questionnaire, stimulated recalls, and semi-structured interviews. The findings show that the three dimensions of learner engagement with peer feedback giving interacted with each other dynamically during the academic year. While learners’ positive affective engagement promoted their cognitive and behavioral engagement, their negative feelings did not necessarily restrain the enhancement of the other two aspects. In turn, learners’ cognitive and behavioral engagement could either promote or hinder their affective engagement. This study advances our understanding of the multifaceted and dynamic nature of learner engagement with peer feedback giving. It provides pedagogical implications for writing educators to develop teaching strategies to promote learner engagement and maximize learning opportunities in the feedback giving process.
期刊介绍:
Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.