Student Feedback Literacy in Technology Mediated Peer Feedback Tasks in Academic Writing
Keywords:
Academic Writing, Feedback literacy, Peer feedback, ScaffoldingAbstract
Studies on students’ feedback literacy through technology-mediated peer feedback tasks in academic writing are scarce in the Indian higher education context. The present research integrates an online peer feedback mechanism with writing classroom instruction in an Indian university. The study tries to assess the feedback literacy of the students over a period of six weeks. This has been done through adopting mixed-methods research. Data collection was done through transcripts and logs of peer feedback, student questionnaire, and semi-structured interviews. The data was analysed by performing text analysis of the students’ feedback, quantitative analysis of the questionnaire and qualitative analysis of the interview transcripts. The results indicate that the students acknowledge the inculcation of feedback literacy, but there is a need to refine and develop it further with increased focus on specificity and justification of the feedback points. The study implies that a close analysis of feedback literacy among students can be used to address the concerns related to student engagement in online peer feedback and could be of significant help in formative assessment and scaffolding of academic writing skills in the higher educational context.
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Data Availability Statement
Questionnaire and feedback assignment transcripts have been saved by the author. These can be provided to the readers if required.