The Use of Peer Feedback

Forms on Form 4 Students

Narrative Writing in Malaysian
Secondary School

Nur Atiqah binti Shaharudin

2013944685

RESEARCH PROBLEM

Content and utilization of peer feedback

Peer feedback only focuses on surface-level writing
problems, i.e. grammar, spelling, and capitalization
(Ghani & Asgher, 2012; Ruegg, 2015).
Students have difficulties justifying their feedbacks
(Gielen et al., 2010; Hovardas et al., 2014).
Students who utilized peer feedback only made a
small number of changes and scored lower in their
posttest (Al-hazmi & Scholfield, 2007).
Lack of justification in peer feedback makes it difficult
for assessees to understand the comments and utilize
them in their revision (Gielen et al., 2010).

 Deficiencies in previous studies

Research on the use of peer feedback
forms
on
feedback
content
and
utilization is scarce as previous studies
only focused on writing performance

Audience that will benefit

Researchers, students, and teachers

RESEARCH OBJECTIVES &

RESEARCH QUESTIONS

 Research objectives
1) To explore the use of peer feedback forms on
secondary school students content of feedback.
2) To explore the use of peer feedback forms on
students utilization of feedback in their revision.

) Research questions:
1) What are the writing aspects addressed in the
feedback provided using the peer feedback
forms?
2) What are the characteristics of feedback
provided using the peer feedback forms?
3) How do students utilize the feedback in the peer
feedback forms?

DEFINITION OF TERMS

 Writing aspects
Writing aspects refer to the criteria found in a written
draft, which include grammatical accuracy, lexical
complexity, content, coherence, discourse features,
etc. (Sheen, 2010; Al-hazmi & Scholfield, 2007).

Characteristics of feedback
How the feedback is provided and what the feedback
includes (Gielen et al., 2010), i.e. accuracy,
justification, and suggestion for improvement.

Utilization of feedback
Utilization of feedback happens when the feedback
received is used to revise ones written work
(Mustafa, 2012; Wang, 2014).

 Peer feedback forms

Peer feedback forms are specific design features of
peer feedback meant to channel feedback
according to its receivers needs (Gielen et al.,
2010). There are two types of forms: an assessor
form and an assessee form.

Assessor
Assessors review their peers work and provide
feedback (Li et al., 2010; Wakabayashi, 2013).

Assessee
Assessees receive the feedback and may make
changes accordingly (Li et al., 2010; Wakabayashi,
2013).

LITERATURE REVIEW
Literature Map

RESEARCH DESIGN

 Qualitative approach
Commonly used experimental design in
investigating peer feedback fails to view
learners as active agents in processing
feedback
in
authentic
educational
contexts (Murphy & de Larios, 2006)

Text analysis
Most suitable to investigate the content
and utilization of peer feedback
Types of data include participants
essays and written feedback

POPULATION AND
SAMPLING

 Population of study:
Form 4 secondary school students
They do not face any national exams this year
They are expected to write continuous essays in
their final exams, where narrative genre is one of
the choices

Purposive sampling
Samples are six Form 4 students in a secondary
school in Subang Jaya
Participants are recommended by the class
teacher
Sampling criteria:
Possesses upper intermediate level of English
language proficiency
Has the need to improve essay writing skills

DATA COLLECTION

 Research instrument
Feedback forms
Adapted from Gielen et al. (2010) and
Gielen et al. (2010)

Types of data
Students narrative essays
Feedback forms
Semi-structured interview

Data collection procedures

DATA ANALYSIS

 Assessor form
Find codes and emerging themes in
terms of writing aspects (e.g.
grammar, content, organization)
Find codes and emerging themes in
terms of characteristics of feedback
(e.g. accuracy, justification, suggestion
for improvement)
This will answer RQ1 and RQ2

 Narrative essays
Compare both drafts and find
changes in participants second draft
Note the quantity of changes (do
participants incorporate all feedback
in their revision?)
Note the quality of changes (do
participants
make
changes
on
surface-level aspects or meaninglevel aspects?)
This will answer RQ3

 Semi-structured interview
The interview will be transcribed
Find codes and emerging themes
For triangulation of data