Evaluating the Efficacy of Peer and Teacher Feedback on Writing Development among Secondary Students in Bologna, Italy

Authors

  • Anika Patel Alma Mater Studiorum Università di Bologna

DOI:

https://doi.org/10.62583/rseltl.v2i2.43

Keywords:

peer feedback, teacher feedback, writing proficiency, secondary education, feedback literacy

Abstract

The study aims to undertake an investigation regarding the different effect of teacher vs. peer feedback on varied sections of writing proficiency among secondary students in Bologna, Italy. The research employed a structured questionnaire to a sample of 150 students in an inquiry that sought to establish the effectiveness of these feedback modalities in enhancing writing tasks. The analysis was also supported by SPSS, which helped in reaching a comprehensive understanding of the dynamics within feedback. The results provide a much more nuanced picture in which peer feedback, under certain conditions, actually has the potential to be as effective as traditional teacher feedback in facilitating writing development. More specifically, the peer feedback resulted in substantially improving the content, organization, and vocabulary to the same degree as teacher feedback, with the lone exception of grammar increase. The results point toward a peer-feedback experience that is a potentially valid addition to teacher-led revisions, provided initiatives to integrate it with feedback literacy are focused on putting student empowerment at their core. The research has therefore added to the broader discussion of feedback mechanisms in language learning by proposing a re-evaluation of the nature of peer feedback within educational paradigms.

Downloads

Published

17.03.2024

How to Cite

Patel, A. (2024). Evaluating the Efficacy of Peer and Teacher Feedback on Writing Development among Secondary Students in Bologna, Italy. Research Studies in English Language Teaching and Learning, 2(2), 106–115. https://doi.org/10.62583/rseltl.v2i2.43

Issue

Vol. 2 No. 2 (2024): Issue 2

Section

Articles

License

Copyright (c) 2024 Anika Patel

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The Research Studies in English Teaching and Learning (RSELTL) Journal adopts the Creative Commons Attribution 4.0 International License (CC BY 4.0). This license allows for the free distribution and modification of the work, provided that the original author and source are credited. The CC BY 4.0 license is designed to promote the dissemination of scholarly work while protecting the rights of authors.

Author Rights

Under the CC BY 4.0 license, authors retain extensive rights to their work, including but not limited to:

  • Ownership of Copyright: Authors maintain copyright ownership of their work, permitting them to deposit their work in institutional repositories, share their work as they deem appropriate, and publish their work elsewhere, provided that the original publication in RSELTL Journal is properly cited.

  • Use and Distribution: Authors are entitled to unlimited use and distribution of their own work for educational and scholarly purposes, as long as the original work is properly cited.

  • Adaptation and Derivatives: Authors have the right to adapt, modify, or create derivatives of their work, provided that the original work is properly cited, and the modifications do not misrepresent the original work.

User Rights

In accordance with the CC BY 4.0 license, users (readers, scholars, and researchers) are granted the following rights:

  • Access and Distribution: Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of articles published in RSELTL Journal without seeking prior permission from the publisher or the author, as long as the original work and authorship are properly cited.

  • Creation of Derivative Works: Users may adapt or create derivative works from the RSELTL Journal articles, provided that the original work is properly cited, and the derivative work is distributed under the same CC BY 4.0 license.

Responsibilities and Restrictions

  • Attribution: Proper attribution must be given to the original author(s) and the RSELTL Journal, including provision of a link to the original work and indication if any changes were made.

  • No Additional Restrictions: Users must not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

  • Commercial Use: The CC BY 4.0 license permits commercial use of the works, as long as the original work and authorship are properly cited.