Mikiko Kawano teaches at Charles Darwin University, Australia. She is interested in the learners’ affective domain, academic literacy, and digital technology in language learning. She has written materials for EAP and General English programs. She enjoys working with students in interactive, student-centred environments. Email: mikiko.kawano@cdu.edu.au

 

Introduction

 

Peer feedback, if utilised effectively, increases language input and output, contributing to improved fluency in four macro skills. It can also enhance learner autonomy as learners can assist one another in improving their skills without relying solely on the teacher. This additionally reduces teachers’ workload if used for peer assessment. However, peer feedback is often challenging for students partly because they tend to feel uncomfortable about engaging critically with their peers, worrying that they may sound too critical. As a result, when they do comment, their feedback tends to be superficial or overly positive.

The aim of this activity is to help students practise giving feedback on a written text. Students work through guided steps, which will eventually help them to feel comfortable and confident in expressing their ideas and engaging with their peers’ writing. The target level of this activity is intermediate and above.

 

Preparation (30 minutes)

1. Prepare a handout with two paragraphs and analysis questions (See Worksheet at the bottom). Choose a genre that students have already studied and are familiar with. Include strengths and weaknesses in each paragraph.
2. Prepare a handout with feedback starters like the table below. Use the expressions you want your students to adopt.
3. Create a digital notice board such as Padlet wall (https://padlet.com/). Upload the two paragraphs from the worksheet.  

 

Positive feedback starters	Constructive feedback starters
One thing you did really well was… I really liked how you… A sentence/idea that was especially strong was… Your choice of words in this part helped me understand… I noticed you used ______ effectively Your ________ helped me follow your ideas …	One place you could make even stronger is… I was a little confused when… Maybe you could… You might try … to help …. A question I had while reading was… This part could be clearer if you… You could strengthen your argument by… A suggestion I have is… because…

Class procedure (50 minutes)

 

 

Pre-reading

Present the purpose of the activity, giving feedback on a written text, and the genre of the paragraphs (persuasive text). Distribute the worksheet. Elicit the key features of academic writing and a persuasive body paragraph. Write the key features on the board or show them on the screen using a projector.

Key features of academic writing

• A variety of sentence structures to demonstrate a strong grasp of control
• Formal language use for an academic context (e.g. avoiding slang, impersonal expressions, effective use of nominalisation and passive voice)
• Avoiding jargon

Key features of a persuasive body paragraph

• A clear, concise topic sentence
• A logical explanation of the stance
• Effective use of evidence + accurate in-text citations

 

Text analysis

 

Have students read the example texts and answer the questions (Worksheet). The questions help students to analyse the text and find strengths and weaknesses, which assists them in giving feedback later in class. Check the answers in class.

 

Teacher-centred modelling

 

Distribute a list of feedback starters and show the sample feedback in the table below. Using the feedback 1 and 5, demonstrate identifying the corresponding sections in Example text 1. Ask students if the feedback 1 and 5 are helpful and why. Then, have students examine the remaining feedback comments and locate the relevant parts of the Example text 1, discussing how effective each comment is. This modelling stage helps students to focus on the expressions for giving feedback and clearly understand the target outcome.

Example positive feedback

Example constructive feedback

One thing you did really well was explaining how technology supports elderly people’s independence. Your examples about smartphones and wearable devices made the idea easy to understand. I noticed you used research effectively. Referring to Kim et al. (2017) and Searcy et al. (2019) strengthened your argument and made it more credible. Your organisation helped me understand how technologies contribute to safe, independent living. Various supporting sentences (evidence, elaboration, and examples) support the topic well. I really liked how you connected the technologies to real-life situations. The explanation about detecting asymptomatic conditions helped me see why these tools matter.

I was a little confused when you mentioned “anomalality.” I think this is too technical. Maybe you could clarify or choose a more common term like “irregularity” or “unusual reading.” A suggestion I have is to vary your sentence structure in the middle section because several sentences begin with “These technologies…” and changing that could give a variety of sentences. You might try changing the sentence structure when citing the evidence to add a variation.

 

Student-centred practice

 

Form groups of 5-6. Have students create positive and constructive feedback for Example text 2. They use the text analysis and the feedback starters. Circulate and monitor their progress.

 

Sharing and reflection

 

Have students post their feedback on the notice board. If tablets are unavailable, students verbally share their feedback with you. Post it on the notice board on their behalf.

Provide feedback on the students’ feedback, highlighting effective comments and modelling improvements. For example, one significant shortcoming is a lack of citations; accordingly, highlight and praise the feedback if students refer to this.  

 

Rationale

 

This activity helps students to use feedback starters to practise giving feedback in a structured way. Showing models, using feedback starters, and working in pairs and groups provide the scaffolding for students to gradually develop skills and confidence. Repeating this activity over time is essential. With repeated practice, students learn to give feedback not only confidently but also critically and respectfully. As they become more comfortable making effective comments on a sample text, teachers can introduce students’ own writing for analysis instead of sample texts, making peer feedback a regular and meaningful classroom routine.

 

Variation

 

Instead of a written text, teachers can also use listening (e.g. short oral presentations) to analyse and give feedback.

 

Appendix

Worksheet   Read the Example texts 1 and 2 and answer the Questions 1-7 below.   Example text 1 Healthcare for the aging population can be greatly benefited by digital and smart technology in the home. Utilisation of these technologies helps elderly people to continue living in their familiar environment with confidence.  Kim et al. (2017) state that highly developed technology implemented in the home can detect signs of dangerous health conditions and respond to them. This helps elderly people to live in their homes safely and independently. These advanced technologies are not uncommon today and are easily accessible. Smartphones and wearable devices are widely available and can track people’s health conditions such as quality of sleep and heart rate. Searcy et al. (2019) state that technological devices like these support cardiovascular disease management. These technologies collect data and monitor heart health. Even when some conditions are asymptomatic, users of these devices can detect anomality and attend to it promptly by calling their family members or doctors. Technology helps elderly people to take care of their own health and live safely and comfortably in their familiar environment instead of moving to healthcare facilities.    Example text 2 Technology in the home can significantly support the healthcare of an aging population. Elderly people tend to lose their physical strength and develop certain ailments. Some examples are cardiovascular diseases and bone-related fragility. Even if they want to are living at home, they often choose to move into an aged-care facility because of a lack of confidence to live on their own. For example, they are afraid of falling and breaking their leg or hip. If they live by themselves, they may be left unattended. Technologies, such as smart home and wearable devices, can support elderly people living in their homes. Smart technology can detect when an elderly person falls and send a message to their family members or healthcare workers. Wearable devices can monitor heart conditions and alert users or family members if there are any abnormal conditions. By using this technological support, elderly people can take care of their own health and maintain their independence. This will contribute not only to their physical health but also their mental health by boosting self-confidence. Q1. Can you identify the topic sentence? Does it show a stance clearly? Is it concise? Q2. Does this text use evidence? Is it correctly cited? Does the evidence help the writer’s stance? Q3. Are all supporting sentences related to the topic sentence? Can you find any irrelevant information? Q4. Can you identify simple sentences, compound sentences, and complex sentences? Q5. Are there any informal expressions such as slang and first-person or second-person pronouns? Q6. Does the text use nominalisation or the passive voice without using them too much? Q7. Can you find any jargon we do not understand?

 

Coming soon! Please check the Pilgrims in Teacher Training courses in 2027 at Pilgrims website