The Using Of Peer

Feedback In Using
Prepositions

:Prepared By
Arwa Taleb
Hanen Almajdy
Maren Hatwish

A Project submitted in Partial Fulfillment of

The Requirements of the university of
Alzintan for the Degree of BA
English language Department,Yefren College
:Supervised By
Miss . Maha Abdullah
The Academic Year 2022/2023
 Dedication

This project is especially dedicated to our dears

fathers, who has been a wonderful supporter until
our research was completed, And for our husbands
who given us a lot of help and encouragement us.
Also we would like to dedicate this project to the
honorable masters who helped and guided us to
successfully complete this project work. Thank you
.for all
 ‫وقل ربي زدني علما‬
.And say My Lord, increase me in knowledge
INDX
 Subject Page Number
Holy Quran Aya
Dedication
Chapter 1
Introduction
The Background Of The Study
The Significant Of The Study
The Aim Of The Study
The Research Question
Chapter 2
Literature Review
Peer Feedback
Advantages Of Using Peer Feedback
Disadvantages Of Using Peer
Feedback
Using Peer Feedback With
Preposition
Peer Feedback Strategies
Chapter 3
Methodology
Data Analysis

Chapter 4
Discussion
Conclusion
Recommendation
References
 Chapter 1
INTRODUCTION
Introduction:
In many classrooms around the world teachers aim to provide
deep learning their students in an effort to ensure that they
understand rather than just memorize a concept. In recent years
peer feedback has been considered as a potentially facilitating
activity during this process. In the last decades there has been
strong interest in "formative assessment", that is assessment
designed to provide rich Feedback and support for learning
Black& William,1998 and renewed interest in peer assessment
as a tool for Learning Falckikov,1995.Various educational
researchers have explored the cognitive benefits of using
Feedback as a part of learning and found that effective Feedback
enhances both the giver's and the receiver's learning and
development Brookhart,2008 . Peer feedback transpires in
written or oral form and occurs in pairs or small groups Liu &
Hanse,2002. The project highlights the importance of peer
feedback that is carefully structured for maximal impact in the
learning of preposition for English department students, how the
students can use peer feedback in their learning in using
preposition and how they can benefit from correcting their
.mistakes, remember them and not repeat the same mistakes
 The Background of the study:

Many of professors defined the peer feedback Narciss,2008

define it as "all post-response information that is provided to a
learner to inform the learner on his or her actual state of learning
or performance " .Peer feedback is provided by equal status
learners and can be regard both as a form of formative
assessment the counterpart of teacher feedback Topping,1998
In researches `point of view feedback means peer review or peer
editing , it gives the trust for students to learn and interact with
each other as well ,help them to understand assessment criteria
through peer feedback activities. Peer feedback is useful tool to
learn many skills, this project discus the grammatical peer
feedback especially the use of Preposition , According to Sato
and Lyster,2012 Peer Feedback is useful to make up of simple
segmentations of their partners grammatical erroneous.
The Significant of the study:

 The general aims are to discuss the effect of peer feedback

and use of peer feedback assessment in using preposition
with English department students
 To improve students ` strengths and strengthening their
weaknesses in using preposition.
 The result of the research may represent relevance to those
who interest of feedback assessment.

The Aim of the study:

1. The aim of this study is identify issues related to the

use, Advantages , disadvantages ,and strategies of using
peer feedback in learning how to use prepositions in a
perfect way.
2. To encourage students' learning motivation of using
preposition and to enhance social interaction skills.
3. Allow students to keep on track , identify mistakes in
using preposition and correct them .
4. To identify effective teaching tools and to implement
them in our schools, in order to ease and benefit the
learning of the language.
 The Research Question

1. How significant the peer feedback in learning

preposition?
2. Do students and teachers use peer Feedback?
 CHAPTER 2
LITERATURE REVIEW

Introduction:
In this chapter the researchers will discuss the previous studies
about peer feedback in general and using it in grammar
especially with prepositions. Peer feedback is one of modern
styles of learning and teaching, it is used in many skills such as
Peer Feedback in Learning English grammar, Peer feedback in
oral interaction, Peer Feedback in the EFL Classroom,
Formative feedback as grammar teaching so there are many
studies talked about peer feedback .Many studies have
investigated the benefits and effects of peer feedback, and the
effectiveness of teacher and students peer feedback. However,
few of them have been conducted in secondary schools and even
fewer have been carried out with students with low proficiency
levels. However, studies on corrective peer feedback in EFL
learning processes have demonstrated that it is an effective tool
for language learning and teaching [Biber et al., 2011, p. 47]
found that there were greater gains in grammatical accuracy
when feedback focused on both content and accuracy, than
when it focused on accuracy alone. Teachers who focus
predominantly on grammatical accuracy in their feedback are
well advised to reconsider. According to researchers ` opinions
peer feedback is a useful tool to correct students errors in
grammar and one of them are prepositions, because when the
student use the grammatical rules incorrectly ,the teacher
corrects their mistakes in front of the whole classroom all the
students will give attention to the rules so they avoid this
.mistake to happen again
Some researchers think that feedback is not useful in ESL
classrooms According to Ellis (2009) "corrective feedback
relates to a number of controversial issues since it constitutes
one type of negative feedback. It is a response to an error made
by a student. Some studies opposed Corrective Feedback
because they identified it with punishment and, thus, they
argued that it could discourage learning",.
According to Ellis (2009), “CF is a complex phenomenon. This
complexity is reflected in the controversies that surround such
issues as whether to correct, what to correct, how to correct and
when to correct”.

Peer feedback:

Feedback is a key element in language learning. It can

promote minimal or deep learning. Hattie and Timperely
(2007) state that feedback is "information provided by an
agent regarding some aspects of one's task performance".
While Peer feedback, which is referred to under different
names such as peer response, peer review, peer editing,
and peer evaluation, can be defined as "use of learners as
sources of information and interactants for each other is
such a way that learners assume roles and responsibilities
no5rmally taken on by a formally trained teacher, tutor, or
editor in commenting on and critiquing each other's drafts
in both written and oral formats in the process of writing"
Liu and Hansen, 2002:1. Peer feedback involves students
giving and receiving information about performance or
 understanding in relation to learning intentions and success
criteria ,Peer feedback implicates the activity between
peers in which they gather information of a peer’s work to
then provide and receive comments, suggestions and
corrections to their peer’s performance The Swedish
National Agency for Education, 2021.

Advantages of using Peer Feedback:

Peer feedback has been advocated in several studies for a
number of benefits. For example, Hyland (2000) mentions that
peer feedback encourages student to participate in the classroom
activity and make them less passively teacher- dependent.
Yarrow and Topping [2001:262] claim that peer feedback
plays

a vital role in "increased engagement and time spent on-task,

moreover using peer feedback can lead grammar apprehension
and more confidence as well as establish a social context for
grammar and preposition specially. immediacy and
individualization of help, goal specification, explaining,
prevention of information processing overload, promoting,
."modeling and reinforcement

Disadvantages of using Peer Feedback:

 Despite its perceived benefits, some researchers found that
peer feedback were viewed with skepticism and produced
few benefits. A number of studies challenged the strong
positive comments about peer review and cautioned that
some peers are likely to comment on surface errors and
give advice that does not help revision. In previous studies
on the impact of peer and teacher feedback many students
in EFL classroom discovered that all students prefer
teacher feedback than peer feedback. The main
reason is that they assume teacher is the one who is
qualified to provide them with useful comments. So the
teacher is defined as the only source of authority for giving
the suitable comments. Saito and Fujita (2004) report that
a number of studies indicate that there are a number of
biases associated with peer feedback including friendship,
reference, purpose ,bias, all of these can effect on the
results of peer feedback. Another issue of concern is that
most peer responses focused on product rather than the
processes of using grammar especially in use of
preposition, the next part discusses it in details.

Using Peer Feedback with Prepositions:

The preposition is a word or group of words used to link nouns,
pronouns and phrases to other words in a sentence, a lot of
students in the world have a problem when they use preposition
in connecting their speech.
This project is trying to discuss the best solutions to avoid this
problem by guiding students and teachers to use peer feedback
to correct their mistakes and add this way of learning in their
learning systematic to get more benefits.

 Peer Feedback Strategies:

There are many strategies students can use them when

they use peer feedback in their learning process such as:

1. Talk about the feedback process openly and encourage

students to think through their learning.
2. Give descriptive feedback where possible.
3. Avoid closed questions in favor of posing more open
ended ones .
4. Make the feedback process anonymous.
5. Moderate and review feedback from students.
6. Ask student to react to the feedback they receive.
 CHAPTER 3
RESEARCH METHODOLOGY
Overview:
In this chapter, the researcher presents the research sample
and the tools which will be used to collect data:

Research Design:
The researchers used the descriptive-analytical method to
conduct the study. Thus, this study was conducted to find out
the benefits of uses of peer feedback in learning how to use
preposition.

Sample:
The study participants were all of students and teachers in
English language department as all in Libyan country.
However, gender will not be considered during data
collecting and analyses.

Tools of collecting data:

The following tool is used to collect the data:
Questionnaire:
A questionnaire is a research instrument that consists of a set
of questions or other types of prompts that aims to collect
information from a respondent. A research questionnaire is
typically a mix of close-ended questions and open-ended
questions. The questionnaire results will be analyzed and
studied to detect of how much peer feedback is used
especially in learning how to use preposition.

Data analyses:
The researcher use survey questions which will be
quantitative data.
In this scenario the answer question will be consolidated and
analyzed by the following statistical treatment will be
employed.
.
1.

Based on the graph above, the students who give and receive
peer feedback increased as a result the answer agree
(73.85%) is greater than disagree (7.69%) ,whereas (13.85%
) of students said strongly agree, and(4.62%) of students
said strongly disagree.

2.

The pie charts show the answers of students and teachers,

the most popular of teachers who support the idea of the
teacher feedback is the only source of the suitable feedback
said agree (39.1%) the percentage is the same to teachers
who opposite this idea and said disagree(39.1%), whereas
(16.7%) of teachers said strongly agree and (8.7%) of
students said strongly disagree. Then students who said my
teacher feedback is the only source of the suitable feedback
have increased as a result the answer disagree(40.9%) is
greater than agree (30.3%), while (12.1%) of students said
strongly disagree and (16.7%) of students said strongly
agree.
3.
According to the pie chart which is demonstrates the
teachers who said my students use peer feedback in
learning prepositions , a lot of teachers said yes(65.2%)
while (34.8% ) of teachers said No.
The second pie chart which is demonstrates the students
who guiding by their teachers to use peer feedback in
learning preposition, (57.8%) of students said yes, whereas
(42.2%) of students said No.

4.
The pie chart demonstrates teachers who observing their
students about their reactions when they receive peer
feedback positively, It seems that more than half of teachers
responses yes (82.6%) while a few of them responses
No(17.4%).
The next pie chart demonstrates students who prefer to
receive peer feedback, many of students responses yes (80.
0%) whereas a few of them responses No (20. 0%).
5.

Based on the first chart ,many of teacher observing their

students when they receive peer feedback negatively,
(69.6%) of teachers said No, moreover (30.4%)of them
said yes.
The second chart show students who don't prefer to receive
peer feedback, as a result (70.8%) of students said No,
while (29.2%) of students said yes.

6.
 Based on the first graph above, it is clear that most of
teachers ask their students to use peer feedback in their
classrooms ,(91.30%) of them answered yes, is greater than
No (8.70%) .
The second graph above show students who get encourages
from their teachers to use peer feedback, the percentages are
similar but the higher answered is yes (41.54%) whereas
(40. 0%) of them answered sometimes. on the other hand,
(6.15% ) of the students said no and (12.31%) of them said
never.

7.

It is evident that students who like to give comments in their

colleagues work have increased as a result the answered yes
(81. 0%) is higher than
No (19. 0%).
8.
 According to pie chart teachers who said their students are
more effective with peer feedback is answered yes (82.6%)
and a few of them said No (17.4%).

9.
It is evident in the first graph teachers who said peer
feedback is useful to learn preposition have increased as a

result the answer yes(65.2% ) is greater than No(34.8% ).

It is evident in the second graph student who said peer
feedback is useful to learn preposition have increased as a
result the answer yes(76.6%) is greater than No(23.4%).

10.
 The first pie chart pie chart demonstrates teachers who
support the idea peer feedback helps students to learn from
their mistakes,(87. 0%) of teachers said yes whereas (13.
0%) of them said No.

The second demonstrates student who peer feedback help

them to learn from their mistakes ,(85.9%) of students said
yes while (14.1%) of them said No.
11.
 According to the first pie chart teachers who said the
provision of peer feedback can improve the grammatical
accuracy of students, many of teachers answered yes
(86.4%) although ,(13.6%) of them said No.
The next pie chart show students who said the provision of
peer feedback improve their grammatical accuracy,(84.6%)
of students answered yes and(15.4%).
12.

.
The above graph show teachers who support the idea of peer
feedback is promotes minimal learning, the higher
percentage of teachers answered agree (39.1%) whereas
(30. 4%) of them answered strongly agree. on the other
hand,(8.7% ) of the teachers said strongly disagree and
(21.7%) of them said disagree.
 CHAPTER 4
DISCUSSION, CONCLUSION AND
RECOMMENDATION
 Introduction:
This chapter handles the research question mentioned
in the introduction, it is a data collection of the
previous studies; in addition, it will present the
conclusion of the study and discuss the main four
research questions and some helpful recommendation.

 The significant of the peer feedback in learning

preposition:

To confirm on the useful rule of peer feedback in preposition

learning the research depends on the question [peer feedback
is useful to learn preposition] that represent that 65.2% of
teachers answered yes but (34.8% ) answered no so that gives
an answer to the question that prepositions learning needs
peer help to remind each other about their mistakes.

 Teachers and Students with the use of peer

feedback:

The results of the questionnaires show how peer feedback

is common by showing how much people use peer
feedback. 73.85% of people who answered the question I
give and receive peer feedback while 7.69% answered
disagree and 13.85% said strongly agree in contrast 4.62%
said strongly disagree so that is give a very clear answer to
our question (do students and teachers use peer feedback)
87.7% of the answers were positive while 12.31% of
answers were negative what means that PF is used a lot by
students and teachers equally.

Conclusion:

To sum up, the current study supports the use of peer

feedback in learning preposition in Libyan university,
considering its various advantages. Peer feedback encourage
students in their grammar lessons especially in learning
Preposition, and shows that students prefer to use peer
feedback by taking opinions from a large number of students
support the use of peer feedback, and also teachers who
observing their students in the classroom about their
acceptance when they faced peer feedback in learning
preposition.
Recently peer feedback has become necessary in the
educational environment, while peer feedback considered
one of the most important Education methods which should
be used carefully to take into account students with learning
difficulties especially in learning preposition.

RECOMMENDATION:

The investigation revealed that peer feedback is an

important prerequisite for learning grammar especially in
learning preposition because many of students faced a lot
of problems when they used preposition in their speech
which hinders their learning and communication. On this
basis, future research should examine the ability of the
peer feedback development to expand the language skills of
students in undergraduate level and below.
Reference:

 Nejad, S ,M & Kashef H, S & Bijami M . Peer Feedback in

Learning English Writing: Advantages and
Disadvantages .(November 1, 2013). Article in Journal of
Studies in Education. Macrothink Institute ·
 Moore ,C & Teather Susan. Engaging students in peer
review : feedback as learning. page1.(2013).
 Gielen ,S & Peeters ,E & Dochy ,F & Onghena ,P &
Struyven ,K . Improving the effectiveness of peer feedback
for learning. (page2). August 2010. Article in Learning and
Instruction.
 Carling ,J. Peer Feedback in the EFL Classroom. Linnæus
University .Sweden.
 Iriarte ,G, M & Alastuey ,B, C.( page14).)2016/2017) .
Upna Universidad Pública de Navarra Nafarroako
Unibertsitate Publikoa/ Peer vs. Teacher corrective
feedback and its effect on grammar.
 SACKSTEININ S. PEER FEEDBACK IN THE CLASSROOM .
2017. ASCD.
 Christian D & Schunn & Yong WU .The Learning Science of
Multi － Peer Feedback for EFL Students. . (Oct.2019).
(C)1994-2019 China Academic Journal Electronic
Publishing House. http://www.otki.net.University of
Pittsburgh.