Peer-feedback and online interaction: a case study

  • Martha Isabel Espitia Universidad de La Sabana
  • Carolina Cruz Corzo Universidad de La Sabana
Keywords: online collaboration, online interaction, peer- feedback

Abstract

 The implementation of information and communication technologies (ICTs) in the English as a Foreign Language (EFL) classroom has led to different practices and types of interaction. Online interaction allows teachers and students to use the target language beyond the classroom and provides students with more time to be exposed to and use the language. This case study aimed at understanding how a group of twelve students at Universidad de la Sabana, who participated in online forums as part of the requirements of a blended EFL course, interacted online to provide peer-feedback on written compositions. It also analyzed how online interaction was undertaken when using online forums. Findings suggest that participants raised awareness about the relevance of editing to avoid possible language problems by reviewing their peers' products and that the implementation of online peer feedback as an assessment strategy reveals students' beliefs towards language assessment.

Received: 2013-02-19/ Reviewed: 2013-05-16 / Accepted: 2013-05-21 / Published: 2013-08-01

How to reference this article:

Espitia, M., & Cruz, C. (2013). Peer-feedback and online interaction: a case study. Íkala, revista de lenguaje y cultura, 18(2), 131–151

|Abstract
= 543 veces | PDF
= 892 veces| IMAGE 1: ORGANIZATION OF THE COURSE IN THE PLATFORM
= 0 veces| IMAGE 2: FORUM AND STUDENTS’ PARTICIPATION
= 0 veces| FIGURE 3
= 0 veces|

Downloads

Download data is not yet available.

Author Biographies

Martha Isabel Espitia, Universidad de La Sabana
Martha Isabel Espitia holds an M.A. degree in Applied Linguistics from Universidad Distrital and an undergraduate degree from Pedagógica Nacional. She has previously worked at Universidad de La Salle and Universidad Sergio Arboleda and is currently working at Universidad de La Sabana. Her research interests include second language acquisition and literacy development, use of ICTs in EFL learning and teaching and the professional development of of language teachers. 
Carolina Cruz Corzo, Universidad de La Sabana

Carolina Cruz Corzo holds a BA in Modern Languages from Universidad Distrital, Bogotá, Colombia, a Specialist Degree in Applied Linguistics from Universidad la Gran Colombia, Bogota, Colombia, and a M.A. in TESOL from Greensboro College, North Carolina, U.S.A. She currently works as a full time teacher at Universidad de la Sabana. 

References

Anderson, T. & Kanuka, H. (1997). On-line forums: New platforms for professional development and group collaboration. Journal of Computer-Mediated Communication, 3(3), 0-0. doi: 10.1111/j.1083-6101.1997.tb00078.x

Arbaugh, J. B. (2007). An Empirical Verification of the Community of Inquiry Framework. Journal of Asynchronous Learning Networks, 11(1), 73-85.

Arnold, N., Ducate, L., Lomicka, L., & Lord, G. (2009). Assessing online collaboration among language teachers: A cross-institutional case study. Journal of Interactive Online Learning, 8(2), 121-139.

Balaji, M. S., & Chakrabarti, D. (2010). Student interactions in online discussion forum: Empirical research from 'media richness theory' perspective. Journal of Interactive Online Learning, 9(1), 1-22.

Bates, A.W. (1997). The impact of technological change on open and distance learning. Distance Education, 18(1), 93-109.

Behrent, S., Doff, S., Marx, N., & Ziegler, G. (2011). Review of doctoral research in second language acquisition in Germany (2006-2009). Language Teaching, 44(2), 237-261. doi: http://dx.doi.org/10.1017/S0261444810000455

Canclini, N. G. (2003). A globalização imaginada. Sao Paulo, Brazil: Editora Iluminuras Ltda.

Cantoni, V., Cellario, M., & Porta, M. (2004). Perspectives and challenges in e-learning: Towards natural interaction paradigms. Journal of Visual Languages & Computing, 15(5), 333-345.

Charmaz, K. (2000). Grounded theory: Objectivist and constructivist methods. In N. Denzin & I. Lincoln, (Eds.), A handbook of qualitative research (pp. 509-535). Thousand Oaks, CA: Sage.

Cole, J., & Foster, H. (2007). Using Moodle: teaching with the popular open source course management system. Sebastopol, CA: O'Reilly Media, Incorporated.

Corbin, J., & Strauss, A. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage Publications, Incorporated.

Cummins, J. (2008). Technology, literacy, and young second language learners. In L. Parker. (Ed.). Technology-mediated learning environments for young English learners. (pp. 61-98). New York, NJ: Lawrence Erlbaum Associates.

De Raadt, M., Toleman, M., & Watson, R. (2005). Electronic peer review: A large cohort teaching themselves?. In Proceedings ASCILITE 2005: 22nd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Balance, Fidelity, Mobility- Maintaining the Momentum? (Vol. 1, pp. 159-168). Queensland University of Technology, Teaching and Learning Support Services.

Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. London, England: Lawrence Erlbawm Associates Publishers.

Espitia, M. I., & Clavijo Olarte, A. (2011). Virtual forums: A pedagogical tool for collaboration and learning in teacher education. Colombian Applied Linguistics Journal, 13(2), 29-42.

Espitia, M.I., & Kwinta, A. (2013). ''Buddy System'': A pedagogical innovation to promote online interaction. Profile Issues in Teachers Professional Development, 15(1), 207-221.

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105.

Haythornthwaite, C. (2006). Facilitating collaboration in online learning. Journal of Asynchronous Learning Networks, 10(1), 7-24.

Kahiigi, E. K., Vesisenaho, M., Hansson, H., Danielson, M., & Tusubira, F. F. (2012). Modelling a peer assignment review process for collaborative e-learning. Journal of Interactive Online Learning, 11(2).

Karacapilidis, N., & Papadias, D. (2001). Computer supported argumentation and collaborative decision making: The HERMES system. Information Systems, 26(4), 259-277.

Kern, R. (2006). Perspectives on technology in learning and teaching languages. Tesol Quarterly. 40 (1), 183-205.

Lotherington, H., & Jenson, J. (2011). Teaching multimodal and digital literacy in L2 settings: New literacies, new basics, new pedagogies. Annual Review of Applied Linguistics, 31, 226-246. doi: http://dx.doi.org/10.1017/S0267190511000110

Neumeier, P. (2005). A closer look at blended learning– parameters for designing a blended learning environment for language teaching and learning. ReCALL, 17(02), 163-178.

Nunan, D. (2001), English as a global language. TESOL Quarterly, 35, 605–606. doi:10.2307/3588436

Olivares, O. (2009). Collaborative vs. cooperative learning: The instructor's role in computer supported collaborative learning. In N. Kock (Ed.), E-Collaboration: Concepts, Methodologies, Tools, and Applications (pp. 129-141). Hershey, PA: Information Science Reference. doi:10.4018/ 978-1-60566-652-5.ch011

O'Dowd, R. (2011). Online foreign language interaction: Moving from the periphery to the core of foreign language education? Language Teaching, 44(3), 368-380. doi: http://dx.doi.org/10.1017/S0261444810000194

Orvis, K. L., & Lassiter, A. L. (2008). Computer- supported collaborative learning: Best practices and principles for instructors (pp. 1-352). doi:10.4018/ 978-1-59904-753-9

Pena-Shaff, J. B., & Nicholls, C. (2004). Analyzing student interactions and meaning construction in computer bulletin board discussions. Computers & Education, 42(3), 243-265.

Picón, É. (2012). Promoting learner autonomy through teacher-student partnership assessment in an American high school: A cycle of action research. Profile Issues in Teachers Professional Development, 14(2), 145-162

Rojas, G. (2011). Writing using blogs: A way to engage Colombian adolescents in meaningful communication. Profile Issues in Teachers' Professional Development, 13(2), 11-27.

Salmon, G. (2004). E-moderating: The key to online teaching and learning. London, England: Taylor & Francis Books Ltd.

Thomas, M. (2002). Learning within incoherent structures: the space of online discussion forums. Journal of Computer Assisted Learning, 18(3), 351-366.

Thorne, S. L. (2008). Computer-Mediated Communication. In N. Hornberger, & N. Van Duesen-Scholl (eds.), Encyclopedia of Language and Education, Volume 4: Second and Foreign Language Education (pp. 325-336). New York, NJ: Springer/Kluwer.

Vygotsky, L. (1986). Thought and language (2nd ed.). Cambridge, MA: MIT Press.

Warschauer, M. (1995). Computer-mediated collaborative learning: Theory and practice. Honolulu, HI: University of Hawaii, Second Language Teaching & Curriculum Center.

Yang, Y. F., & Wu, S. P. (2011). A collective case study of online interaction patterns in text revisions. Supporting Organizations, 1.

Published
2013-08-02
How to Cite
Espitia, M. I., & Cruz Corzo, C. (2013). Peer-feedback and online interaction: a case study. Íkala, 18(2), 131–151. Retrieved from https://revistas.udea.edu.co/index.php/ikala/article/view/14519
Section
Case Studies