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This study investigated student attitudes towards peer feedback and teacher screencast feedback a... more This study investigated student attitudes towards peer feedback and teacher screencast feedback and analyzed the focus of peer review comments and their impact on student revisions on an asynchronous, e-learning platform at a technical university in Italy. The participants in the study were PhD students from a variety of engineering disciplines with a B2 to C1 level of English. All participants were enrolled on a 5-week course which aimed to develop writing skills for the production of academic research articles. Quantitative and qualitative data were gathered over a 4-week period of the course. The data was analyzed to discover the focus and use of peer feedback comments as well as student opinions of the peer feedback process, in order to assess the suitability of this pedagogic tool for the teaching context. The results showed that overall, students shifted from non-revision oriented comments to revision oriented comments, that they increased the number of global comments over the period and that there was a significant increase in the validity of the comments. The incorporation of valid and invalid comments rose, indicating that students had difficulties distinguishing between valid and invalid comments. Despite the encouraging overall findings, individual peer feedback groups had very varied weekly behaviours. Although outside the scope of this research, the motivation for varying group behaviour deserves further consideration.
This study investigated student attitudes towards peer feedback and teacher screencast feedback a... more This study investigated student attitudes towards peer feedback and teacher screencast feedback and analyzed the focus of peer review comments and their impact on student revisions on an asynchronous, e-learning platform at a technical university in Italy. The participants in the study were PhD students from a variety of engineering disciplines with a B2 to C1 level of English. All participants were enrolled on a 5-week course which aimed to develop writing skills for the production of academic research articles. Quantitative and qualitative data were gathered over a 4-week period of the course. The data was analyzed to discover the focus and use of peer feedback comments as well as student opinions of the peer feedback process, in order to assess the suitability of this pedagogic tool for the teaching context. The results showed that overall, students shifted from non-revision oriented comments to revision oriented comments, that they increased the number of global comments over the period and that there was a significant increase in the validity of the comments. The incorporation of valid and invalid comments rose, indicating that students had difficulties distinguishing between valid and invalid comments. Despite the encouraging overall findings, individual peer feedback groups had very varied weekly behaviours. Although outside the scope of this research, the motivation for varying group behaviour deserves further consideration.