Abstract:
In a rapidly changing academic environment, the ability to engage critically with feedback is becoming increasingly critical for student success. This action research explores the impact of structured peer review training on student feedback literacy in an English for Academic Purposes (EAP) course at an Australian university. Spanning a 10-week period, the study engaged 14 diverse students under the guidance of the teacher-researcher. The primary objective of this study was to enhance students’ feedback literacy. This was done through interventions and adaptations to the original course structure.
To achieve this, the research incorporated strategic adaptations and interventions within the within the original course framework. Modifications included introducing peer reviews earlier in the course, increasing the frequency of review activities, and integrating guided feedback and teacher evaluations into the peer review process. These adjustments were designed to enhance the quality of peer feedback and foster deeper student engagement with the feedback process, thereby promoting a more collaborative and interactive learning environment.
Data collected from pre- and post-intervention surveys, document analysis, and peer review recordings provided valuable insights into the impact of the interventions. The surveys indicated a heightened appreciation for peer reviews among students, alongside an increase in their confidence in providing feedback after the intervention. Furthermore, analyses of documents and recordings from peer reviews showed enhancements in students’ feedback skills, with a notable shift from passive to more active and engaged participation in the feedback process. These findings collectively demonstrate a marked improvement in students’ feedback literacy, aligning with the demands of an educational landscape that requires students to be more autonomous and reflective learners.
Further insights were gained through follow-up interviews conducted with students one year after the completion of the EAP course. These interviews provided a more long-term perspective on their progress post-research. These interviews were instrumental in assessing the enduring effects of the interventions on the students’ feedback literacy and their overall academic engagement.
The findings from this research highlight the transformative potential of integrating structured peer review training into EAP courses to enhance students' feedback literacy. In a world where education systems are continuously adapting to new challenges and expectations, fostering these skills is essential. This study contributes to the growing body of literature on peer feedback in higher education and underscores the importance of equipping students with the tools they need to thrive in a dynamic and evolving academic context.
To achieve this, the research incorporated strategic adaptations and interventions within the within the original course framework. Modifications included introducing peer reviews earlier in the course, increasing the frequency of review activities, and integrating guided feedback and teacher evaluations into the peer review process. These adjustments were designed to enhance the quality of peer feedback and foster deeper student engagement with the feedback process, thereby promoting a more collaborative and interactive learning environment.
Data collected from pre- and post-intervention surveys, document analysis, and peer review recordings provided valuable insights into the impact of the interventions. The surveys indicated a heightened appreciation for peer reviews among students, alongside an increase in their confidence in providing feedback after the intervention. Furthermore, analyses of documents and recordings from peer reviews showed enhancements in students’ feedback skills, with a notable shift from passive to more active and engaged participation in the feedback process. These findings collectively demonstrate a marked improvement in students’ feedback literacy, aligning with the demands of an educational landscape that requires students to be more autonomous and reflective learners.
Further insights were gained through follow-up interviews conducted with students one year after the completion of the EAP course. These interviews provided a more long-term perspective on their progress post-research. These interviews were instrumental in assessing the enduring effects of the interventions on the students’ feedback literacy and their overall academic engagement.
The findings from this research highlight the transformative potential of integrating structured peer review training into EAP courses to enhance students' feedback literacy. In a world where education systems are continuously adapting to new challenges and expectations, fostering these skills is essential. This study contributes to the growing body of literature on peer feedback in higher education and underscores the importance of equipping students with the tools they need to thrive in a dynamic and evolving academic context.