| dc.description.abstract | This study is based on action research conducted with 117 students attending their
introductory English language courses at two universities in Bangladesh. Peer feedback
(PF), an essential part of collaborative learning, is an important alternative mode of
assessment and can provide a deeper and clearer understanding of the learners’ aptitude
and thus, aid the instructor in facilitating the learners. Not only can the learners benefit
in terms of critical thinking while evaluating their peers, but also the peers can improve
through the knowledge-sharing process. The objective of this study was to modify the
notion of PF among the students as they were found to be producing vague, short, and
shallow remarks on their peers’ writing. The study uses the PF comments on peers’
writing collected during the observation stage of an action research project to identify
the weaknesses in the participants’ feedback to their peers. Then, it documents the
process during which the causes of the weak PF are discovered and addressed, and
learners are made more aware of the importance and benefits of PF. Finally, it examines
the outcomes of a second round of PF, illustrating the improvement in the quality of the
PF and the increased satisfaction of providers and recipients of the PF. | en_US |
