Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23588
Title: 
Authors: 
Keywords: 
Dialogic peer feedback
Receiver role
Self-regulated learning
Co-regulated learning
Issue Date: 
2021
Citation: 
Zhu, Q., & To, J. (2021). Proactive receiver roles in peer feedback dialogue: Facilitating receivers' self-regulation and co-regulating providers' learning. Assessment & Evaluation in Higher Education. Advance online publication. https://doi.org/10.1080/02602938.2021.2017403
Journal: 
Assessment & Evaluation in Higher Education
Abstract: 
Understanding the proactive roles of receivers in peer feedback processes is crucial because proactive recipience carries great potential in enhancing the effectiveness of feedback and supporting self-regulated (SRL) and co-regulated learning (CoRL). However, receiver’s proactivity has been insufficiently explored and the field lacks a clear understanding of how peer feedback receivers could aid academic self-regulation and co-regulation. This study unpacks the black box through examining different receiver roles in peer feedback dialogue and receiver-triggered SRL and CoRL behaviours in an undergraduate writing course for first-year English majors in China. Data were collected through audio-taped peer feedback dialogue, stimulated recall interviews and journals. Findings revealed a variety of increasingly active receiver roles: respondent, verifier, explicator, negotiator, seeker and generator. Assuming these roles, receivers not only regulated their own learning by self-monitoring works, evaluating the quality of received comments and co-producing feedback but also improved feedback providers’ writing and evaluative skills. The study challenges the stereotypical image of passive receivers and argues that receiver proactivity could turn peer feedback into a mutually beneficial learning activity for receivers and providers. Implications for developing receiver proactivity are discussed.
URI: 
ISSN: 
0260-2938 (print)
1469-297X (online)
DOI: 
Funding Agency: 
Guangdong University of Foreign Studies, China
Appears in Collections:Journal Articles

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