Technology-Mediated Peer Feedback for Improving Speaking Skills in Tertiary Language Education: A systematic Review
Abstract
Students' language acquisition and communication skills in tertiary language education need to develop proficient speaking skills. Traditional teaching strategies, however, frequently have trouble giving students enough chances to exercise and get feedback on their speaking abilities. (Chong & Reinders, 2020). Due to this restriction, different strategies have been investigated, such as technology-mediated peer feedback. Technology-mediated peer feedback involves exchanging feedback between language learners using digital tools and platforms. It uses technology's capabilities and the advantages of peer interaction to foster an interactive and encouraging learning environment. Students can receive timely and helpful peer feedback on their speaking performance through technological peer-feedback activities, allowing them to pinpoint areas for improvement and develop their language skills.
Downloads
References
Chong, S. W., & Reinders, H. (2020). Technology-mediated task-based language teaching: A qualitative research synthesis. Language Learning and Technology.
Richards, J. C. (2015). Technology in language teaching today. Indonesian JELT: Indonesian Journal of English Language Teaching, 10(1), 18-32.
Butarbutar, R. (2021). Learner's perception of task difficulties in technology-mediated task-based language teaching. English: Journal of Language, Education, and Humanities, 9(1), 129-144.
Subrahmanyam Vellanki, S., & Bandu, S. (2021). Engaging students online with technology-mediated task-based language teaching. Arab World English Journal (AWEJ) Special Issue on Covid, 19.
Wood, J. (2022). Making peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy. Assessment & Evaluation in Higher Education, 47(3), 327-346.
Kurt, G. (2021). Technology-mediated tasks in the young learners' EFL classroom. Elementary Education Online, 20(1).
Zhou, Z. (2021). A systematic literature review on mobile-assisted language learning (MALL) for enhancing speaking skills in the Chinese EFL context. International Journal of Frontiers in Sociology, 3(15).
Gonzalez-Torres, P., Cabrera-Solano, P., & Castillo-Cuesta, L. (2022). Exploring perceptions of online feedback in teaching EFL speaking and writing skills during the COVID-19 pandemic. International Journal of Learning, Teaching and Educational Research, 21(7), 330-344.
Hosseini, S. S. A. (2021). The implementation of writing through technology-mediated English courses to enhance Thai university students writing skills. Rangsit Journal of Educational Studies, 8(2), 50-65.
Lai, C., & Li, G. (2011). Technology and task-based language teaching: A critical review. CALICO Journal, 28(2), 498-521.
