Peer Feedback through Blogs: Student and Teacher Perceptions in an Advanced German Class
ARTICLE
Doris Dippold
ReCALL Volume 21, Number 1, ISSN 0958-3440
Abstract
Recent years have seen the emergence of Web2.0, in which users are not only passive recipients of the featured content, but actively engaged in constructing it. Sites such as "Facebook" and "Myspace" are typical examples of this, as are blogs that allow users to present themselves online, to write about their daily lives or even to establish themselves as an authority on a particular subject. Due to the opportunities for self-reflection and interactive learning offered by blogs, they have also become one of the emerging tools in language pedagogy and higher education. At the same time, peer feedback is a technique that is increasingly used by educators instead of, or in addition to, tutor feedback, due to its potential to develop students' understanding of standards, to initiate peer feedback, and to engage the student in the process of learning and assessment. This paper is concerned with the question to what extent blogs can facilitate peer feedback and what issues need to be addressed for them to be a valuable tool in this process. After reviewing the recent literature on peer feedback and the specific issues emerging from providing feedback through computer mediated communication (CMC) technologies, the paper presents the results from a pedagogic research project in an advanced German language class in which blogs were used for this purpose. Drawing on students' blogs as well as the responses given by students in questionnaires and focus groups and responses by experienced tutors in interviews, the paper argues that blogs are potentially valuable tools for peer feedback, but entail the need to address specific issues regarding the choice of CMC tool for feedback tasks, training in the use of interactive online tools and the roles of teachers and students.
Citation
Dippold, D. (2009). Peer Feedback through Blogs: Student and Teacher Perceptions in an Advanced German Class. ReCALL, 21(1), 18-36. Retrieved August 13, 2024 from https://www.learntechlib.org/p/66294/.
![](https://editlib-media.s3.amazonaws.com/sources/eric.png)
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
- College Second Language Programs
- computer mediated communication
- educational technology
- electronic learning
- Electronic Publishing
- Feedback (Response)
- focus groups
- German
- Instructional Effectiveness
- internet
- Interviews
- Learning Processes
- Peer Evaluation
- Second Language Instruction
- second language learning
- student attitudes
- teacher attitudes
- Web Sites
Cited By
View References & Citations Map-
Using blended creative teaching: Improving a teacher education course on designing materials for young children
Shi-Jer Lou, Nai-Ci Chen, Huei-Yin Tsai, Kuo-Hung Tseng, Ru-Chu Shih & Ru-Chu Shih
Australasian Journal of Educational Technology Vol. 28, No. 5 (Jan 01, 2012)
-
Adoption of blogging by a Chinese language composition class in a vocational high school in Taiwan
Shi-Jer Lou, Shi-Chiao Wu, Ru-Chu Shih, Kuo-Hung Tseng & Kuo-Hung Tseng
Australasian Journal of Educational Technology Vol. 26, No. 6 (Jan 01, 2010)
-
Learners' Perceptions of the Effectiveness of Blogging for L2 Writing in Fully Online Language Courses
Lina Lee, University of New Hampshire, Department of Languages, Literatures, and Cultures, Durham, NH, United States
International Journal of Computer-Assisted Language Learning and Teaching Vol. 7, No. 1 (January 2017) pp. 19–33
-
Learning in the Air: Benefits of cloud-based collaboration in a business writing class
Charlie Lin & Jenny Wang, National Formosa University, Taiwan; Wayne Yu, Chang Gung University of Science and Technology, Taiwan
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 1178–1183
-
Using social networking environments to support collaborative learning in a Chinese university class: Interaction pattern and influencing factors
Jie Lu & Daniel Churchill
Australasian Journal of Educational Technology Vol. 30, No. 4 (Sep 10, 2014)
-
Blogging in Graduate Education: Cotton Candy or Meat and Potatoes?
Pauline Stonehouse & Cynthia Shabb, University of North Dakota, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1674–1681
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.