||Effects of Peer Feedback on College Students’ English Speaking Skills in the Process of Cooperative Learning
||Department of English
||This study aims to explore the effects of peer feedback on college students’ English
speaking skills and confidence through cooperative learning. The data resources include the scores from peers, written peer feedback, questionnaires, group interviews and classroom observation. With the student-student dictation conducted in this study to analyze if the sixty-six freshmen of Tamkang University improve their speaking skills and confidence with the scores and the written peer feedback under cooperative learning. The results of this study show that the more feedback the students received on specific aspects of English speaking skills, the more the students improved on specific aspects. Also, peer feedback improved college students’ speaking skills, especially on group overall presentation, pronunciation, attitude and pace, and increased their confidence in speaking English. In addition, most of the college students kept a sincere and objective attitude toward giving feedback however, few students gave subjective feedback depending on personal preferences. Moreover, not only the feedback-receivers improved their speaking skills, but also the feedback-givers gained a lot by reflecting on their own learning while giving feedback. Finally, cooperative learning created a fine learning atmosphere in the classroom. This study suggests that teachers could conduct student-student dictation in class through cooperative learning so as to provide students more opportunities with practicing speaking in class and learning autonomy and encourage students to give more peer feedback so as to help learning by each other.
||TABLE OF CONTENTS
TABLE OF CONTENTS iv
LIST OF TABLES vii
LIST OF FIGURES viii
CHAPTER 1. INTRODUCTION
1.1 Background 1
1.2 Statements of the Problem 4
1.3 Purpose of the Study 5
1.4 Research Questions 6
CHAPTER 2. LITERATURE REVIEW
2.1 Cooperative Learning 7
2.1.1 Definition of cooperative learning 8
2.1.2 Background and research in cooperative learning 9
2.1.3 Major elements of cooperative learning 12
2.1.4 Major characteristics and benefits in cooperative learning 14
2.1.5 Review of cooperative learning in different fields of academic subjects 15
2.2 Peer Feedback 16
2.3 The Introduction of Student-student Dictation 23
CHAPTER 3. METHODOLOGY
3.1 Participants 25
3.2 Instruments 26
3.2.1 Content of the peer feedback sheet 27
3.2.2 Questionnaire for the participants 27
3.2.3 Questions for an in-depth group interview 28
3.2.4 Classroom observation 29
3.3 Procedure 30
3.4 Data Collection 33
3.5 Data Analysis 34
CHAPTER 4. RESULTS AND DISCUSSION
4.1 The Quantitative Score Results in Four-round Dictations 36
4.2 The Results of Written Peer Feedback 40
4.2.1 The most frequently mentioned written feedback on group overall presentation 41
4.2.2 The most frequently mentioned written feedback on pronunciation 43
4.2.3 The most frequently mentioned written feedback on pace and attitude 45
4.2.4 The second most frequently mentioned written feedback on projection and confidence 47
4.2.5 The second most frequently mentioned written feedback on intonation and self-learning 49
4.2.6 The least frequently mentioned written feedback on stress, fluency and the content of the group oral dictation 50
4.3 Results of Classroom Observation 51
4.4 Results of Group Interviews 52
4.4.1 Participants’ attitudes toward the feedback on upgrading speaking skills 53
4.4.2 Participants’ attitudes toward the feedback on increasing their confidence of speaking English 53
4.4.3 Participants’ attitudes toward accepting peer feedback 54
4.4.4 Participants’ attitudes toward giving peer feedback
4.4.5 Participants’ attitudes toward cooperative learning
4.4.6 Participants’ attitudes toward using peer feedback as the way of evaluation in class 55
4.5 Results of the Questionnaire 56
4.5.1 The questionnaire results on cooperative learning 57
4.5.2 The questionnaire results on giving peer feedback 58
4.5.3 The questionnaire results about receiving peer feedback 60
CHAPTER 5. CONCLUSION
5.1 Summary of the Study 69
5.2 Limitation of the Study 73
5.3 Educational Implications 73
5.4 Suggestions for Future Research 75
Appendix A Peer Feedback Sheet 83
Appendix B 中文問卷 85
Appendix C Questionnaire 87
LIST OF TABLES
Table 1 The Timetable of Student-student Oral Dictation 31
Table 2 The Types of Written Feedback Mentioned with Different Degrees 41
Table 3 The Types of Written Feedback on Group Overall Presentation 42
Table 4 The Types of Written Feedback on Pronunciation 43
Table 5 The Types of Written Feedback on Pace and Attitude 45
Table 6 The Types of Written Feedback on Projection and Confidence48
Table 7 The Results on Part One of the Questionnaire 57
Table 8 The Results on Part Two of the Questionnaire 58
Table 9 The Results on Part Three of the Questionnaire 60
LIST OF FIGURES
Figure 1 Participants’ Certificate on English General Proficiency Test 26
Figure 2 Procedure of the Study 30
Figure 3 The Average Scores of the Seven Evaluation Items in the Four Rounds of Oral Dictation 37
Figure 4 The Average Score Growth of the Seven Evaluation Items in the Four Rounds of Oral Dictation 38
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