Malaysian students’ perceptions towards using peer feedback to cultivate evaluative judgement of argumentative writing
Although peer feedback is a prevailing practice to promote evaluative judgement, its influence on the development of this higher-order cognitive ability has not yet been adequately explored. Specifically, there is a dearth of research that examines the benefit of providing and receiving peer feedbac...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Arab World English Journal
2024
|
| Online Access: | http://psasir.upm.edu.my/id/eprint/117274/ http://psasir.upm.edu.my/id/eprint/117274/1/117274.pdf |
| _version_ | 1848867204802543616 |
|---|---|
| author | Xie, Xiao Nimehchisalem, Vahid Yong, Mei Fung Yap, Ngee Thai |
| author_facet | Xie, Xiao Nimehchisalem, Vahid Yong, Mei Fung Yap, Ngee Thai |
| author_sort | Xie, Xiao |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | Although peer feedback is a prevailing practice to promote evaluative judgement, its influence on the development of this higher-order cognitive ability has not yet been adequately explored. Specifically, there is a dearth of research that examines the benefit of providing and receiving peer feedback in developing students’ understanding of assessment standards of writing. The purpose of this study is to explore students’ perceptions of how different feedback roles influenced their three types of evaluative judgement of ESL argumentative writing, namely hard, soft and dynamic evaluative judgement. During five weeks, 24 undergraduate students enrolled in an English argumentative writing course at a Malaysian public university were randomly assigned to three distinct peer feedback roles, namely feedback provider, feedback receiver, or feedback outsider, to participate in the peer feedback activities. Thematic analysis of pre- and post-intervention surveys indicated that different feedback roles varied in facilitating the development of evaluative judgement. Despite the limitation of domain-specific knowledge, strategically integrating peer feedback into writing course design afforded students opportunities to cultivate the three types of evaluative judgement. This study translates the theoretical framework of evaluative judgement into identifiable goals within the course of English argumentative writing and sheds light on the cognitive mechanisms inherent in different feedback roles, which enables educators and researchers to better dissect peer feedback curriculum design and student-centred assessment activity. |
| first_indexed | 2025-11-15T14:32:47Z |
| format | Article |
| id | upm-117274 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T14:32:47Z |
| publishDate | 2024 |
| publisher | Arab World English Journal |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-1172742025-05-08T08:19:06Z http://psasir.upm.edu.my/id/eprint/117274/ Malaysian students’ perceptions towards using peer feedback to cultivate evaluative judgement of argumentative writing Xie, Xiao Nimehchisalem, Vahid Yong, Mei Fung Yap, Ngee Thai Although peer feedback is a prevailing practice to promote evaluative judgement, its influence on the development of this higher-order cognitive ability has not yet been adequately explored. Specifically, there is a dearth of research that examines the benefit of providing and receiving peer feedback in developing students’ understanding of assessment standards of writing. The purpose of this study is to explore students’ perceptions of how different feedback roles influenced their three types of evaluative judgement of ESL argumentative writing, namely hard, soft and dynamic evaluative judgement. During five weeks, 24 undergraduate students enrolled in an English argumentative writing course at a Malaysian public university were randomly assigned to three distinct peer feedback roles, namely feedback provider, feedback receiver, or feedback outsider, to participate in the peer feedback activities. Thematic analysis of pre- and post-intervention surveys indicated that different feedback roles varied in facilitating the development of evaluative judgement. Despite the limitation of domain-specific knowledge, strategically integrating peer feedback into writing course design afforded students opportunities to cultivate the three types of evaluative judgement. This study translates the theoretical framework of evaluative judgement into identifiable goals within the course of English argumentative writing and sheds light on the cognitive mechanisms inherent in different feedback roles, which enables educators and researchers to better dissect peer feedback curriculum design and student-centred assessment activity. Arab World English Journal 2024-03-20 Article PeerReviewed text en cc_by_nc_nd_4 http://psasir.upm.edu.my/id/eprint/117274/1/117274.pdf Xie, Xiao and Nimehchisalem, Vahid and Yong, Mei Fung and Yap, Ngee Thai (2024) Malaysian students’ perceptions towards using peer feedback to cultivate evaluative judgement of argumentative writing. Arab World English Journal, 15 (1). pp. 298-313. ISSN 2229-9327 https://awej.org/malaysian-students-perceptions-towards-using-peer-feedback-to-cultivate-evaluative-judgement-of-argumentative-writing/ 10.31235/osf.io/3fzyd |
| spellingShingle | Xie, Xiao Nimehchisalem, Vahid Yong, Mei Fung Yap, Ngee Thai Malaysian students’ perceptions towards using peer feedback to cultivate evaluative judgement of argumentative writing |
| title | Malaysian students’ perceptions towards using peer feedback to cultivate evaluative judgement of argumentative writing |
| title_full | Malaysian students’ perceptions towards using peer feedback to cultivate evaluative judgement of argumentative writing |
| title_fullStr | Malaysian students’ perceptions towards using peer feedback to cultivate evaluative judgement of argumentative writing |
| title_full_unstemmed | Malaysian students’ perceptions towards using peer feedback to cultivate evaluative judgement of argumentative writing |
| title_short | Malaysian students’ perceptions towards using peer feedback to cultivate evaluative judgement of argumentative writing |
| title_sort | malaysian students’ perceptions towards using peer feedback to cultivate evaluative judgement of argumentative writing |
| url | http://psasir.upm.edu.my/id/eprint/117274/ http://psasir.upm.edu.my/id/eprint/117274/ http://psasir.upm.edu.my/id/eprint/117274/ http://psasir.upm.edu.my/id/eprint/117274/1/117274.pdf |