Abstract:
Many studies have been conducted on peer feedback in the fields of education
in general and applied linguistics in particular. In spite of peer feedback’s
popularity and benefits, there are some gaps in the peer feedback research. To
fill the gaps, this study, through using a quasi-experimental design, tried to
compare the effects of classroom peer-feedback with those of teacherfeedback
on improving self confidence among Iranian EFL learners.
Recruiting two classes with 30 and 29 participants as control and experimental
groups, the researchers gathered the data through administering a
questionnaire. The data gathered from pretest and posttest questionnaires,
were compared through t-test statistical procedure. The results indicated that
both teacher and peer feedback resulted in higher self confidence among
advance language learners. However, peer-feedback overrode teacher
feedback in improving students' self confidence. The findings have
implications for EFL teachers and materials developers.
Machine summary:
To fill the gaps, this study, through using a quasi-experimental design, tried to compare the effects of classroom peer-feedback with those of teacher- feedback on improving self confidence among Iranian EFL learners.
In spite of existing evidence on the role of peer feedback in developing affective factors (Topping, 2010), no researcher has yet investigated whether peer feedback has any effect on improving self confidence among language learners.
Although both feedback and self confidence have been reported to be important constructs in the process of language learning (Topping, 2010, Kubo, 2007), there are no studies as to the possible effect of peer feedback on improving students' self confidence (Panadero & Jonsson, 2013).
Other researchers have focused on the relationship between peer feedback and motivation (Hsu & Wang, 2010; Lee, 2010), Drawing on the assumption that peer feedback and self confidence might work in tandem, the present study aims at investigating the following research questions: 1.
In this study the researcher used both dependent and independent t- tests: In order to measure the effects of peer feedback on advanced learners' confidence a paired t-test comparing pre and posttest results of experimental group was carried out.
In the study by Smith, Cooper, and Lancaster (2002) the researchers investigated the effect of training for peer assessment on participants' attitude, especially self confidence.
Regarding the second research question, analysis of the data revealed the significant role of teacher feedback in changing students' self confidence.