Peer Feedback Through SNSs (Social Networking Sites): Student Teachers’ Views about Using Facebook for Peer Feedback on Microteachings

Yıl 2016, Cilt: 15 Sayı: 4, 0 - 0, 01.10.2016

Kübra Okumuş İbrahim Halil Yurdakal

https://doi.org/10.17051/io.2016.17666

Cited By: 3

Öz

ABSTRACT: The aim of this study is to determine the views of pre-service teachers on the use of Facebook for providing peer feedback on their microteachings. To serve this aim, a case study was conducted with 38 English language student teachers.  Firstly, these student teachers did their microteachings and uploaded them to a Facebook group opened by the researchers. Then, it was provided that their classmates comment on these videos. In order to collect data, an open-ended questionnaire was conducted with the student teachers. The findings showed that the student teachers were positive using peer feedback through Facebook (PFF after then) in teacher education. PFF helped them be aware of their weaknesses and strengths in their both pedagogic and linguistic knowledge. Thus, it is suggested that SNS like Facebook are benefited in teacher education to improve both pedagogic and content knowledge of student teachers. 

Kaynakça

• American Association of School Librarians (2007). Standards for the 21st century learner. Retrieved from http://www. ala.org/ala/mgrps/divs/aasl/aaslproftools/ learningstandards/standards.cfm.
• Boonmoh, A. (2013, July). Incorporating the use of Facebook into the EFL Classroom. Paper presented at The European Conference on Technology in the Classroom, Brighton, UK.
• Bowers-Campbell, J. (2008) Cyber “pokes”: Motivational antidote for developmental college readers. Journal of College Reading and Learning, 39(1), 74-87.
• Ciftci, H. & Kocoglu, Z. (2012). Effects of peer e-feedback on Turkish EFL students' writing performance. Journal of Education Computing Research, 46(1), 61-84.
• Çam, E. & İşman, A. (2013, June). Teacher candidates’ use of Facebook for educational purposes. Paper presented at the 4th International Conference on New Horizons in Education, Rome, Italy.
• Çoklar, A. N. (2012). Evaluations of students on Facebook as an educational environment, Turkish Online Journal of Qualitative Inquiry, 3(2), 42-53.
• Dippold D (2009) Peer feedback through blogs: Student and teacher perceptions in an advanced German class. ReCALL 21(1), 18–36.
• Eger, L. (2015). Is Facebook a similar learning tool for university students as LMS?, Procedia - Social and Behavioral Sciences 203, 233 – 238.
• Endestad, T., Heim, J., Kaare, B., Torgersen, L., & Brandtzæg, P. B. (2011). Media User Types among Young Children and Social Displacement. Nordicom Review, 32(1), 17–30.
• Facebook Reports Third Quarter 2015 Results. (2015). Retrived from http://investor.fb.com/releasedetail.cfm?ReleaseID=940609.
• Gedera, D. S. P. (2012). The dynamics of blog peer feedback in ESL classroom. Teaching English with Technology, 12(4), 16-30.
• Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). The effectiveness of peer feedback for learning: The effects of constructiveness, accuracy and embedding in the learning environment. Learning and Instruction, 20, 304-315.
• Gielen, M. & De Wever, B. (2012). Peer assessment in a wiki: Product improvement, students’ learning and perception regarding peer feedback. Procedia - Social and Behavioral Sciences, 69, 585 – 594.
• Guardado, M., & Shi, L. (2007). ESL students’ experiences of online peer feedback. Science Direct: Computers and Composition, 24, 443-461.
• Hancok, R. D. & Algozzine, B. (2006). Doing case study research. New York: Teachers College Press.
• Leki, . (1990). Potential problems with peer responding in ESL writing classes. CATESOL Journal, 3, 5-19.
• Lin, S.S.J., Liu, E.Z.F. & Yuan, S.M. (2001). Web-based peer assessment: feedback for students with various thinking-styles. Journal of Computer Assisted Learning, 17(4), 420-432.
• Lin,W-C. & Yang, S. C. (2011). Exploring students’ perceptions of integrating Wiki technology and peer feedback into English writing courses. English Teaching: Practice and Critique, 10(2), 88-103.
• Liu, E Z.-F., Lin, S. s. J., Chiu, C.-H. & Yuan, S-M. (2001). Web-based peer review: The learner as both adapter and reviewer. IEEE Transactions on Education, 44(3), 246-251.
• Liu, J. & Hansen, J. (2002). Peer response in second language writing classrooms. Ann Arbor: The University of Michigan Press.
• Liu, J. & Sadler, R. W. (2003). The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes, 2(3), 193-227.
• Mustafa, H. R., Short, M. & Fan, S. (2015). Social support exchanges in Facebook social support group, Procedia - Social and Behavioral Sciences 185, 346 – 351.
• Morrison, J. (2010, June). A research framework to examine the impacts of online peer review on learning outcomes. Paper presented at the Tenth International Conference on Intelligent Tutoring Systems, Pittsburgh, PA, U.S.A.
• Mwalogo, A. I. (2012). Peer Feedback: Its quality and students’ perceptions as a peer learning tool in asynchronous discussion forums. International Interdisciplinary Journal of Education, 1(11), 846-853.
• Naeei, S., Tamam, E., Hassan, S. E. & Bolong, J. (2014). Facebook usage and its association with psychological well-being among Malaysian adolescents, Procedia - Social and Behavioral Sciences, 155, 87 – 91.
• Nguyen, P. T. T. (2012). Peer feedback on second language writing through blogs: the case of a Vietnamese EFL classroom. International Journal of Computer Assisted Language Learning and Teaching, 2(1), 13-23.
• Tuzi, F. (2004). The impact of e-feedback on the revisions of L2 writers in an academic writing course. Computers and Composition, 21, 217-235.
• Shih, R. C. (2013). Effect of using Facebook to assist English for Business Communication course instruction. TOJET: The Turkish Online Journal of Educational Technology, 12(1), 52-59.
• Wichadee, S. (2013). Peer feedback on Facebook: the use of social networking websites to develop writing ability of undergraduate students. Turkish Online Journal of Distance Education, 14(4), 260-270.
• Xiao, Y., & Lucking, R. (2008). The impact of two types of peer assessment on students’ performance and satisfaction within a Wiki environment. The Internet and Higher Education, 11(3-4), 186-193.
• Yin, R. K. (1984). Case study research: Design and methods (3rd Edition). California: Sage Publications.
• Yusof, ., Ab Manan, N. A. & Alias, A. A. (2012a). Guided peer feedback an academic writing tasks using Facebook Notes: An exploratory study. Procedia-Social and Behavioral Sciences, 67, 216-228.
• Yusof J., Ab Manan, N. A. & Alias, A. A, & Pandian, A. (2012b). Guided peer feedback via Facebook Notes for mixed-ability ESL learners in the Process Writing classroom: An Exploratory Study. Voice of Academia, 7(1), 14-33.
• Zhang H., Song, W., Shen, S. & Huang, R. (2014). The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course. Australasian Journal of Educational Technology, 30(6), 670-685.