Abstract

It has been theoretically and empirically acknowledged that collaborative feedback is beneficial to learning achievement. However, feedback research remains relatively contentious due to learners’ differing viewpoints on how feedback is best given. Although a large number of studies have explored learners’ perspectives on collaborative feedback, little classroom-based research has promoted noticing through collaborative feedback. To address this, this study aims to infuse noticing-based collaborative correction into secondary classrooms to explore students’ perceptions of such feedback practice on their written output. Forty-one students’ responses to the list of close-ended questionnaires revealed a strong consensus about this potential approach although there are indications that the participants’ dependent learning styles had influenced these findings. An obvious implication of this is that students might benefit from various scaffolding sources, and thus there is a need for teachers to be aware of the influence of reciprocal learning among learners so that the quality of feedback practices may be enhanced.

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