Technology is becoming more prevalent in education. Technology can be used as a great resource in the classroom. There are many studies today about the effects on technology on student learning. There are also many studies on peer feedback in student learning. Yu-Fen Yang and Wen-Ting Meng from Nationals Yunlin University of Science and Technology wrote an article called, “The effects of online feedback on students’ text revision.” This article goes through a research study to see if explicitly teaching students how to give feedback to their peers online can make a difference in student learning. The research questions that lead the framework of this study searched for the degree of improvement after the online feedback training, the differences
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In the pre-test and post-test, the researchers looked at the mean scores of the tests. The test was based on a points system out of 100. For the more-proficient students, they received a mean score of 78.84 on the pre-test to 80.98 on the post-test. This does not show a significant change. For the less-proficient students they received a mean score of 62.75 on the pre-test to a 75.82 on the post-test (Yang and Meng, 2013, p.226). This shows much more significant …show more content…
I think that it would also have been useful to see what other resources students used to help the students with the revisions, for example, dictionaries, textbooks, etc. I think that the different resources students used to help each student could also have an impact on how well students are giving feedback to each student. The results of the study make sense especially reading the questionnaires from the students because I think that the less-proficient students were learning from the more-proficient students. The less-proficient students had area to improve and had a “mentor” to increase their proficiency. While the more-proficient students, although they did have a slight improvement in their learning, they did not feel like they were able to improve much with just their peers. They wanted a teacher to be able to help them with their errors to help them increase their
In the pre-test and post-test, the researchers looked at the mean scores of the tests. The test was based on a points system out of 100. For the more-proficient students, they received a mean score of 78.84 on the pre-test to 80.98 on the post-test. This does not show a significant change. For the less-proficient students they received a mean score of 62.75 on the pre-test to a 75.82 on the post-test (Yang and Meng, 2013, p.226). This shows much more significant …show more content…
I think that it would also have been useful to see what other resources students used to help the students with the revisions, for example, dictionaries, textbooks, etc. I think that the different resources students used to help each student could also have an impact on how well students are giving feedback to each student. The results of the study make sense especially reading the questionnaires from the students because I think that the less-proficient students were learning from the more-proficient students. The less-proficient students had area to improve and had a “mentor” to increase their proficiency. While the more-proficient students, although they did have a slight improvement in their learning, they did not feel like they were able to improve much with just their peers. They wanted a teacher to be able to help them with their errors to help them increase their