Peer Feedback for Fostering Students’ Metacognitive Skills of Thinking about Learning in a Course of English for Law
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Abstract
Although research literature that examines the impact of external feedback provided to students by teachers and peers on student learning is extensive abroad, in Lithuania, little known research has focused specifically on peer feedback for fostering students’ metacognitive skills of thinking about learning. This study aims to provide insight into the use of peer feedback for fostering students’ metacognitive skills of thinking about learning in the course of English for Specific Purposes (ESP). The study involved 70 undergraduate students in the first year of their Bachelor of Laws study programme in the Faculty of Law at Mykolas Romeris University, Vilnius. Peer feedback was provided on the basis of four criteria for project presentations in the course of English for Law. Results confirm that peer feedback reveals strengths and gaps in the performance students produce when measured against the performance criteria that are agreed upon. This enables students to concentrate on the areas in their performance that need to be worked on and gives them direction for further action to perform better in the future.
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Articles
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Authors retain copyright of their work, with first publication rights granted to the Association for Learning Technology.
Authors retain copyright of their work, with first publication rights granted to the Association for Learning Technology.
