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    Interactive Learning with Student Response System to Encourage Students to Provide Peer Feedback
    (2023-03-01)
    Sitthiworachart, Jirarat
    ;
    Joy, Mike
    ;
    Ponce, Héctor R.
    This study analyzed anonymous peer feedback among two groups of university students—a lower-performing class and a higher-performing class. Students used an audience response system to anonymously comment on each other’s work. Each peer feedback or comment was categorized into one of seven types: Praise+, Praise−, Criticism+, Criticism−, Combined Praise and Criticism, Opinion, and Irrelevant. The plus (+) and minus (−) signs were used to categorize the quality of the feedback. The learning performance of the two groups of students was also analyzed. The main result showed that the lower-performing class (based on the average midterm scores) provided more substantial Criticism+ and Opinion-type comments than the higher-performing students. Contrary to expectation, no significant difference was found between the two classes on the final exam, suggesting that anonymity allowed lower-performing students to express themselves more effectively than higher-performing students, leading them to improve their learning outcomes.
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    Effect of Scaffolding and Peer Review on Learning in a PAD Class
    (2023-01-01)
    Ding, Lihong
    ;
    Sitthiworachart, Jirarat
    ;
    Morris, John
    We investigated the effectiveness of peer review in the PAD class teaching mode in a university English course in northwest China using both qualitative and quantitative methods; we collected data through teaching platform observation, text analysis, and questionnaires. 378 useable responses were received from non-English major undergraduates. Peer review assignments in the PAD class improved the autonomy, collaboration and critical consciousness of university students in learning English. The active participation, help, question raising and problem solving of peers allowed students to improve their English. In the correlation analysis, the three dimensions：peer feedback analysis; analysis of online speech; discussion, and writing analysis of questionnaire survey of peer review showed significant correlation in a peer review survey (p<0.01). Among them, the attitude and evaluation ability of peer review were related to "subjective initiative, critical thinking, learning ability and evaluation ability to promote learners' English application ability", and the organization way of peer evaluation was related to "open mind and systematic ability". There were strong correlations between the evaluation criteria of peer assessment and "systematic ability and cognitive maturity" (0.6<r<0.8). The other dimensions were very strongly correlated (r>0.8). Peer review in the PAD class mode was effective; most learners showed a positive attitude towards this method; adopting it can not only avoid increasing teacher workload, but also gave multidimensional feedback to the teachers about student learning situations. It can also guide the second language learners to improve their learning methods.