Peer , giving peer feedback help students improve their

Peer  feedback is defined  as a give-and –take  action 
where students give and take comments

from each – other on
their assignments ( Nicol et al , 2013 ) . By using peer feedback in classrooms
students can learn from each-other and 
help each-other to improve their works. Peer feedback  is more useful than teacher feedback because
of  the developing of writing skills , the
benefits of collaborative learning and easy comprehension.

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Firstly , giving peer
feedback help students improve their skills.Students who give feedback to

their peers seem to
develop their writing skills more than by only accepting peer feedback

(Berggren , 2014 ) . Yang
( 2015 ) found that learners could enhance their academic knowledge

and develop their
knowledge of  language and critical
thinking. By commenting on their peers’

work learners would
take responsibility over their own assignment (Nicol et al , 2013) .  They would improve their giving  reviews skill and also be more ” critical ” of
the quality of their assignment, because when they review other student’s work
they compare it with their own and they use the feedback they provide to other
to improve their own assignment too(Nicol et al , 2013) .  Students become aware on how to identify the
main idea of the work , how to identify if a text  is  in a
regular order , identify the irregularly ordered parts and also various
misinterprets  (Yang , 2000) . Cartney (
2010 ) found  that learners began using
comments from each other in other  assignments
too because they saw it as profitable  for
their later coming up events.Second,
peer feedback encourages collaborative learning. Peer feedback takes learners
into another level by  changing their
separated way of learning into a discussion with peers (Tsui & Ng , 2000)  so this kind of feedback is more “interactive”
because learners  think that when  receiving comments from their peers they
would rather discuss it than with tutors who tend to give more commanding reviews(Zhao,
2010 ). By checking other people’s assignments one would be inspired to develop
the quality of their own work ( Nicol et al , 2013;Rollinson, 2005;Berggren ,2014;Cartney,2010
) ,  but you can also keep  your originality by making the decision not to
accept the comments from friends and avoid  making changes in your own work without
even  being in unison with tutor’s
commanding  feedback (Rollinson , 2005 )
.

 

Thirdly, students find
peer feedback more understandable. Students learn  more from friend’s

comments because it is
more understandable and  useful  ( Nicol et al,2013) . According to Zhao

( 2010 )  if learners use the same amount of review
from  tutor and

from  peers they would obtain more information  from 
their peers because they would never

fully comprehend  the review from their tutor . A greater
percentage of tutor review was used

without fully
understanding, because learners are unwilling to doubt their tutor’s review so
they

would
not have a debate about the feedback  received
from the tutor  (Zhao, 2010 ) .

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