Enriching student learning through video-annotated peer feedback activity: a guide

Despite the growing research base on the use of video annotation in education, little is known on how to coherently structure a video-annotated peer feedback activity to engage students. Eventhough some studies have outlined the guidelines for conducting video-based annotation practice, little has been published with the focus on video-annotated peer feedback. To explore this under-investigated realm, the current review was conducted. In order to identify studies to be included in this review, a strategy for literature search was initially developed. This was followed by the selection and categorization of relevant studies. This paper thus provides a succinct overview of the essential steps involved in conducting a video-annotated peer feedback learning activity. Most importantly, it has resulted in a guide that outlines those essential stages and steps, thus providing insights into adaptation for use in education

Bibliometric analysis of research on peer feedback in teaching and learning

A growing body of literature has highlighted the pivotal role of peer feedback in teaching and learning. However, a paucity of studies explore the trend of literature in this research area, particularly using a bibliometric approach. Therefore, this study was conducted to reveal the major trends in the research area and construct an intellectual landscape of the relevant studies in the field. Bibliometric details of a total of 276 research articles, published from 1985 to 2020 (August), were retrieved from the Scopus database for further analysis. In particular, the publication trend, the most productive countries, the most productive authors, the top ten source titles, and keywords used in the research area, were explored using bibliometric indicators. The rapid growth of publications on peer feedback was observed since 2010, with a sharp peak noted in 2019. Furthermore, writing context was found as the central focus of peer feedback research. Among others, three key themes that surfaced out of term-occurrence analysis included: impacts/effects of using peer feedback approach, sub-themes concerning peer feedback implementation, and peer feedback in writing context. Additionally, from the review of 30 top-cited publications, 3 prominent themes: effects of using peer feedback approach, effective or ineffective peer feedback, and potential challenges or issues in peer feedback implementation emerged. Based on the findings, this paper concludes with some recommended avenues for future research

Meaning negotiation of LEP learners in communicative tasks

This study aims to explore Limited English Language Proficiency (LEP) learners’ meaning negotiation in communicative tasks. In particular, the frequency of meaning negotiation (MN), types and frequency of MN trigger as well as participants’ perceptions of the communicative tasks in relation to their L2 language development were explored. A total number of 8 participants were engaged in both open and closed communicative tasks designed for the purpose of this study. Data from stimulated recall interviews and structured interviews were used to consolidate the primary data. It was found that the closed communicative task can yield greater meaning negotiation compared to open communicative task. Meaning negotiation in closed communicative task was mainly triggered by task complexity and lexical difficulties, which might be due to the task design. Meanwhile, meaning negotiation in the open communicative task was mainly caused by the delivery of vague message. It was found that meaning negotiation can be a potential platform to facilitate language development among learners, particularly through clarification requests which can create the linguistic urgency to push LEP learners to expand their interlanguage. Thus, ESL teachers might want to equip LEP learners with effective meaning negotiation strategies, particularly clarification requests, to better equip these learners with the skills to modify their language output during communicative tasks

The use of video annotation in education: A review

Video annotation (VA), a tool which allows commentaries to be synchronized with video content has recently received significant research attention in education. However, the application contexts of these studies are varied and fragmented. A review was therefore undertaken with the objectives to find out the extent to which the use of VA has been explored for different instructional purposes and summarize the potential affordances of VA in supporting student learning. Articles related to the use of VA in education context were searched from 2011 to 2020 (Nov). Of the final 32 eligible studies, it was found that VA tools were used predominantly to develop teaching practices, enhance learners’ conceptual understanding of video content and develop workplace skills as well as clinical practices. Five most dominant educational affordances of VA tools were summarized as follows: (1) facilitating learners’ reflection (2) facilitating feedback process (3) enhancing comprehension of video content (4) promoting students’ learning satisfaction and positive attitude and (5) convenience and ease. With the outstanding weight of research evidence gained on educational affordances offered by VA, it is convincing that advancing the use of VA in education can further expand the learning opportunities in 21st century classrooms

The use of mobile learning application in interview role-play: A preliminary study

This paper gives an overview of a preliminary study which aims to shed light on one of the most popular communicative activities in English as a Second Language (ESL) classroom, i.e interview role-play conducted with a video response application-Flipgrid, a platform which allows easy video submissions and responses from the students. An intact class of thirteen (13) Diploma in Mechanical Engineering students taking Communicative English 3 in one of the polytechnic institutions in Malaysia has participated in this study. Participants’ spoken data and perceived usefulness and enjoyment of using the mobile learning application were explored. Interview role-play based on the use of the mobile learning application was carried out to prepare students for Mock Job Interview assessment. Findings revealed that incorrect choice of tense, omission of plural forms and omission of verb forms are the three main language problems faced by the learners. Apart from learners’ positive perceptions towards the use of the mobile learning application in their interview role-play, the overall findings also showlearners’ favourable responses correspond to their perceived enjoyment of using the application. The findings thus highlight the potential use of mobile learning application, specifically the use of video recording in interview role-play

Peer feedback in technology-supported learning environment: A comprehensive review

In this paper, a review of literature was undertaken to explore peer feedback studies in technology-supported learning environment. The objectives are to: (1) find out the extent to which technology-supported peer feedback has been studied in different contexts of teaching and learning (2) identify the opportunities/ affordances offered by technology-supported peer feedback activity and (3) summarize the potential challenges/ constraints of technology-supported peer feedback activity. Articles related to peer feedback practices conducted with the use of technology were searched from two databases: ScienceDirect and Taylor & Francis Online from 2015 to 2019. Of the final 33 articles selected for full review, 25 studies (75.8%) were conducted in the context of student writing and the three most productive research lines identified are different types/ characteristics of peer feedback, students’ perceptions on their experience of doing peer feedback activity and the impacts of peer feedback on students’ learning performance. Five most dominant affordances of technology-supported peer feedback activity were identified as follows: (1) opportunities to get high-quality feedback for student learning (2) promoting students’ deep self-reflection (3) convenience and ease (4) creating a safe and supportive learning environment and (5) opportunities to get peer support through interaction. Meanwhile, four main challenges were summarized as: (1) students’ lack of confidence to provide feedback (2) the lack of constructive peer feedback (3) students’ lack of trust in their peers’ ability to provide feedback and (4) students’ lack of active response to peer feedback. Some recommendations arising from the review are also discussed in this paper

A MOBILE APPLICATION DEVELOPED FOR SCAFFOLDING ESL LEARNERS IN PROVIDING PEER FEEDBACK

Background and Purpose: Peer feedback has received significant research attention in teaching and learning of oral presentation skills. However, literature reveals a number of challenges concerning students’ provision of peer feedback. A mobile application was thus developed to scaffold students in this context. This study purports to evaluate the efficacy of the developed application by introducing it to the target users in an actual classroom setting.   Methodology: Thirty-three (33) ESL learners from one of the polytechnics in Malaysia were involved in this descriptive study. Both the peer feedback records (pre- and post-) were analyzed for the differences in peer feedback before and after the implementation of mobile application. A 20-item questionnaire was later administered to the target group to examine their perceptions on the developed application.   Findings: It was revealed that with the use of the newly developed application, students generally constructed more peer feedback with specific suggestions to improve oral presentation. Positive perceptions regarding the presentation, visual design, navigation and mobile app accessibility were also found. Contributions: This study adds to the limited research on the use of mobile-assisted peer feedback, which can be a practical way to develop ESL learners’ oral presentation skills. The findings offer insights into how a mobile application can help scaffold students in peer feedback provision and could help inform that scaffolding is deemed necessary in building an effective classroom culture of feedback. The outcome could serve as a guide for instructors who wish to contemplate using similar approach.   Keywords: ESL learners, mobile application, oral presentation, peer feedback, scaffolding.   Cite as: Nguoi, C. C. L., Habil, H., & Siew, M. H. (2022). A mobile application developed for scaffolding ESL learners in providing peer feedback. Journal of Nusantara Studies, 7(2), 291-313. http://dx.doi.org/10.24200/jonus.vol7iss2pp291-31

Exploring the use of video-annotated peer feedback in oral presentation lessons

This study explored the use of video-annotated peer feedback in supporting student learning in oral presentation lessons. Nine student volunteers from one of the polytechnics in Malaysia participated in three rounds of video-annotated peer feedback sessions to improve their oral presentation skills. Even though video-annotated peer feedback was found to focus primarily on ‘structure’ and ‘body language’, most of the feedback were specific and cognitive feedback consisting of summary comments, problem/strength identification, solution and explanatory comments were identified. Collectively, students perceived the use of video-annotated peer feedback positively in their learning. The prominent themes emerging from the analysis of students’ journal entries: students’ active engagement in creative problem-solving, enhanced understanding of weaknesses in doing oral presentation and students’ self-reflection seem to confirm the potential pedagogical benefits of using this approach in teaching of oral presentation