Oral Peer Feedback in Online Settings to Foster Self-Regulated Learning

Abstract

Online peer feedback is believed to influence students' progress more effectively and efficiently since it provides more interesting learning and evaluation. However, there were only some studies which relate peer feedback and self-regulated learning. A qualitative method was adopted with observations and an open-ended questionnaire to collect the data. This study investigates how students perceive oral peer feedback in online settings and their preferences to the types and models of peer feedback and how online peer feedback stimulated self-regulation. The results revealed that students tended to produce more motivational peer feedback than the corrective one. They also preferred to have online peer feedback in terms of attractive application and time flexibility. Written feedback was also the preference due to their lack of confidence in giving oral peer feedback and their inability as an assessee to identify oral peer comments. Students perceived oral peer feedback in online settings as beneficial and useful to increase their confidence and speaking skill, but not significantly their ability to argue. Peer feedback also stimulated some items in self-regulation mostly on receiving, evaluating, triggering, searching, and assessing. Future research is suggested to develop self-regulated learning through oral peer feedback and how it impacts students' oral performances.