Instructor versus Classmate Feedback in Written Tasks
DOI:
https://doi.org/10.62583/rseltl.v2i1.35Keywords:
peer feedback, instructor feedback, writing proficiency, educational strategies, student performanceAbstract
This study, conducted in Abu Dhabi, UAE, explores the impact of instructor versus classmate feedback on student writing tasks. It explores the growing educational landscape, where modern teaching methods, including feedback mechanisms, are reshaping traditional teacher-student dynamics. The study examines the effectiveness of peer education strategies, where students engage in mutual teaching and learning, against traditional instructor feedback methods. The research incorporates a comprehensive literature review, highlighting the increasing importance of blogs in language learning and the role of peer feedback in writing classes. The study methodology involves a questionnaire distributed to 150 secondary school students, assessing the influence of teacher and peer feedback on writing tasks. Results indicate that peer reactions hold more control over student performance than instructor feedback, a finding consistent with global educational trends emphasising collaborative and student-centred learning approaches. This study contributes to the broader discourse on the efficacy of modern teaching methods in enhancing student-learning outcomes.
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Copyright (c) 2024 Noora Al Muhairi, Khalid Al Jaber
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