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Cited by 23Student Assessment and FeedbackInnovative Teaching and Learning MethodsEFL/ESL Teaching and Learning

Students’ experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching EFL and mathematics

Open access
Vattøy, Kim-Daniel, Gamlem, Siv M.·2024·Scandinavian Journal of Educational Research
DOI 10.1080/00313831.2023.2192772
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Abstract

This study examined students’ experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching English as a foreign language (EFL) and mathematics. Data consisted of student surveys from two data sets related to teaching in lower secondary school (n = 2,832). Students (13–15 years old) in both subjects reported being to a low extent involved in peer feedback practices, but to a lesser extent in mathematics. Awareness raising of learning goals was the most important variable for students’ experiences of peer feedback practices, and even more important for students in mathematics teaching. Self-monitoring, self-efficacy, and enjoyment were positively associated with peer feedback practices. Enjoyment was positively associated with peer feedback practices, but a neglected dimension of teaching in the two subjects. Although students reported low degrees of anxiety, students also reported low levels of enjoyment in both subjects.

Verified 2026-10-06 · 1 reference not checked yet

AI snapshot

Written from the paper’s full text.

TL;DR

This study surveyed Norwegian lower secondary students in EFL and mathematics about peer feedback practices and their links to learning-goal awareness, self-monitoring, self-efficacy, anxiety, and enjoyment. Students reported low involvement in peer feedback, especially in mathematics, while awareness raising of learning goals was the strongest correlate of peer feedback experiences in both subjects.

Key findings

  • Students reported low involvement in peer feedback practices in both subjects, with lower levels in mathematics (EFL M = 2.12; mathematics M = 1.95).
  • Awareness raising of learning goals was the most important variable for peer feedback experiences in both subjects, and stronger in mathematics (r = .44, p < .01) than EFL (r = .31, p < .01); in regression, β = .37, p < .001 for EFL and β = .28, p < .001 for mathematics.
  • Self-efficacy had the highest mean score in both subjects (EFL M = 3.15; mathematics M = 3.04), and self-efficacy and enjoyment were strongly positively correlated (EFL r = .54, p < .01; mathematics r = .53, p < .01).
  • Enjoyment was positively associated with peer feedback practices but was low in both subjects (EFL M = 2.14; mathematics M = 1.96); anxiety was also relatively low (EFL M = 2.17; mathematics M = 2.30), and lack of anxiety had no significant correlation with peer feedback practices.

Methods

  • Cross-sectional survey study of lower secondary students in Norway: EFL sample n = 1,137 from 51 classes in six schools (Years 8–10; 13–15 years old), and mathematics sample n = 1,695 Year 9 students from 71 classes in 18 schools.
  • A validated cross-disciplinary survey with 85 items used a four-point Likert scale; scales included peer feedback practices, awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment, with enjoyment and anxiety adapted from the Achievement Emotions Questionnaire.
  • Analyses included descriptive statistics, confirmatory factor analyses, Cronbach’s alpha reliability, Pearson correlations, and multiple regression with peer feedback practices as the dependent variable; missing data were handled by mean imputation for EFL (2%) and pairwise deletion for mathematics (11.7%).

Limitations

  • The paper states that samples were not randomly selected, although high response rates strengthened validity; it also notes an inherent gap between self-reported data and actual practices, and that teachers’ self-reports were not explored.
  • The paper states that it examined only a selection of variables important for students’ peer feedback experiences and calls for more studies on other social and emotional variables.
  • Evident from the text: the cross-sectional, correlational design cannot establish causal direction, and the regression results show a sign reversal for self-efficacy (negative β despite positive correlations), which the paper does not fully explain.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.1080/00313831.2023.2192772

Cites

48 of 49 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 39 cited sources checked · 0 supported · 0 flagged

  • Findingown data

    Self-efficacy was positively associated with peer feedback practices.

    “Selfmonitoring, self-efficacy, and enjoyment were positively associated with peer feedback practices.”
    • Also stated in: § 3.3. Multiple regression analyses · plain
      “All the independent variables were positively and significantly associated with peer feedback practices.”
    • Also stated in: § 4. Discussion · plain
      “Awareness raising of learning goals, selfmonitoring, self-efficacy, and enjoyment was all positively and significantly correlated with students' self-reported experiences of peer feedback practices.”
    Quote in the paperSubstantial claim
  • Findingown data

    Students reported being involved in peer feedback practices to a lesser extent in mathematics than in EFL.

    “Students (13-15 years old) in both subjects reported being to a low extent involved in peer feedback practices, but to a lesser extent in mathematics.”
    • Also stated in: § 3.1. Descriptive statistics · plain
      “English had higher mean scores for peer feedback practices, self-efficacy, and enjoyment, whereas mathematics had higher mean scores for awareness raising of learning goals, self-monitoring, and anxiety scale.”
    • Also stated in: § 4. Discussion · plain
      “The present study also found that the students reported being to an even lesser extent involved in peer feedback practices in mathematics teaching.”
    Quote in the paperNot a substantial claim
  • Findingown data

    Awareness raising of learning goals was even more important for students in mathematics teaching than in EFL.

    “Awareness raising of learning goals was the most important variable for students' experiences of peer feedback practices, and even more important for students in mathematics teaching.”
    • Also stated in: § 3.2. Correlation analyses · plain
      “However, awareness raising of learning goals was even more important in mathematics (r = .44,p < .01)compared to EFL (r = .31,p < .01).”
    Quote in the paperSubstantial claim
  • Findingown data

    Students in both EFL and mathematics reported being to a low extent involved in peer feedback practices.

    “Students (13-15 years old) in both subjects reported being to a low extent involved in peer feedback practices, but to a lesser extent in mathematics.”
    • Also stated in: § 3.1. Descriptive statistics · hedged
      “The students tended to disagree that they were involved in peer feedback practices.”
    • Also stated in: § 3.1. Descriptive statistics · hedged
      “By contrast, peer feedback practices had the lowest mean score in both data sets, which suggested that the students in EFL (M = 2.12) and mathematics (M = 1.95) were to a low extent involved in peer feedback.”
    Quote in the paperSubstantial claim
  • Findingown data

    Students reported low degrees of anxiety in both subjects.

    “Although students reported low degrees of anxiety, students also reported low levels of enjoyment in both subjects.”
    • Also stated in: § 3.1. Descriptive statistics · plain
      “The students reported that EFL teaching did not cause anxiety, although the teaching did not cause much enjoyment either.”
    • Also stated in: § 3.1. Descriptive statistics · plain
      “The students reported a relatively low extent of anxiety in mathematics teaching, but even lower levels of enjoyment.”
    Quote in the paperNot a substantial claim
  • May combine two claims. 15
  • Classified as probably not a substantial claim. 21

  • May combine two claims.

    Findingown data

    Mathematics had higher mean scores than English for awareness raising of learning goals, self-monitoring, and anxiety.

    “English had higher mean scores for peer feedback practices, self-efficacy, and enjoyment, whereas mathematics had higher mean scores for awareness raising of learning goals, self-monitoring, and anxiety scale.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Students reported slightly higher levels of anxiety and slightly lower levels of enjoyment in mathematics compared to teaching EFL.

    “students tended to report slightly higher levels of anxiety and slightly lower levels of enjoyment in mathematics as compared to teaching EFL.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    For EFL, the regression model with five independent variables was significant with R2 = .27.

    “For the EFL students, a significant regression equation with an R 2 of .27 was found (F 5,1131 = 83.88,p < .001).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    English had higher mean scores than mathematics for peer feedback practices, self-efficacy, and enjoyment.

    “English had higher mean scores for peer feedback practices, self-efficacy, and enjoyment, whereas mathematics had higher mean scores for awareness raising of learning goals, self-monitoring, and anxiety scale.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Students reported generally feeling confident about their own skills in the two subjects, but generally disagreed that they experienced the teaching as enjoyable.

    “Although students reported generally feeling confident about own skills in the two subjects, students generally disagreed that they experienced the teaching as enjoyable.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Students felt confident in their abilities in EFL and mathematics but experienced to a low extent being involved in peer feedback.

    “The present study found that students felt confident in their abilities in EFL and mathematics but experienced to a low extent being involved in peer feedback.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    The mathematics sample response rate was 90%.

    “The response rate was 90%.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    Informed consent was obtained from students and parents/caregivers prior to data collection.

    “Due to students' young age (13-15 years old), informed consent forms were signed by students and parents prior to data collection.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductown data

    Mean imputation was performed for missing EFL item-level responses because missing values were very few (M all items = 2%) and previous analyses indicated they were unrelated to systematic variables.

    “Due to very few missing values in the EFL data set (M all items = 2%), mean imputation was performed for the missing values at all item-level responses.Previous analyses of the missing data had indicated that missing values seemed unrelated to systematic variables (e.g., students who accidentally skipped a question).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    In previous studies, feedback in mathematics has often been recognised by students as more intended compared to language subjects, with providing accurate feedback to students as a central aim.

    “In previous studies, feedback in mathematics has often been recognised by students as more intended compared to language subjects (van der Kleij & Adie, 2020) with providing accurate feedback to students as a central aim (Alqassab et al., 2019).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites van der Kleij & Adie, 2020

      Not checked in the free run.

    • cites Alqassab et al., 2019

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning

    The results indicate that students might progress in their work with providing and receiving peer feedback when they feel confident in their subject skills, are aware of how learning goals relate to activities, and feel able to self-monitor.

    “This seemed to indicate that students might progress in their work with providing and receiving peer feedback when they also feel confident in their subject skills and are aware of how learning goals are related to the activities, along with feeling able to self-monitor.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationcitation

    The lack of peer feedback in this study is consistent with previous studies that found an absence of clear assessment criteria and goals for peer feedback practices, often resulting in general praise, personal likes and dislikes, causing dilemmas for students.

    “However, the lack of peer feedback in this study seemed to point in the direction of previous studies that have found an absence of clear assessment criteria and goals for peer feedback practices, which has often resulted in general praise, personal”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Gamlem & Smith, 2013

      Not checked in the free run.

    • cites Harris et al., 2015

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    The finding that awareness raising of learning goals is important is consistent with previous research that highlighted benefits of peer feedback for students' understanding and engagement with learning goals and criteria.

    “This was consistent with previous research that has highlighted the benefits of peer feedback to support students' understanding and engagement with learning goals and criteria (Adachi et al., 2018;Panadero et al., 2013).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Adachi et al., 2018

      Not checked in the free run.

    • cites Panadero et al., 2013

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    Ethical approval was obtained from the Norwegian Centre for Research Data before data collection.

    “An ethical approval from the Norwegian Centre for Research Data was obtained before the initiation of the data collection.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    Scaffolding students' peer feedback processes via self- and co-regulation of learning might help students to manage motivational and emotional processes, thereby reducing anxiety and fear of failure.

    “Scaffolding students' peer feedback processes via self-and co-regulation of learning might help students to manage motivational and emotional processes, thereby reducing anxiety and fear of failure (Allal, 2020;Panadero et al., 2019).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Allal, 2020

      Not checked in the free run.

    • cites Panadero et al., 2019

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    Confidentiality was maintained by placing completed surveys in anonymous envelopes with ID numbers before returning them.

    “Confidentiality was maintained by placing the completed surveys in anonymous envelopes with ID numbers before returning them.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationcitation

    The result that students felt more comfortable with the most complicated material taught by EFL teachers compared with mathematics teachers aligns with previous research that documented the supportive role of EFL students' use of L1 when engaging in peer feedback practices.

    “The result also seemed to align with previous research that has documented the supportive role of EFL students' use of L1 when engaging in peer feedback practices (Yu & Lee, 2014).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Yu & Lee, 2014

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    The mathematics schools were strategically selected based on the mean score of national tests in Year 8 for mathematics.

    “Strategic selections were made based on the mean score of national tests in Year 8 for mathematics for similar reasons as explained for the EFL sample.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    The EFL sample response rate was 89%.

    “The response rate was 89%.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationcitation

    In Norway, the approach to AfL aligned with international trends indicating that peer feedback practices have been neglected.

    “Therefore, the approach to AfL in Norway aligned with international trends indicating that peer feedback practices have been neglected (Hopfenbeck et al., 2015;Saliu-Abdulahi et al., 2017).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Hopfenbeck et al., 2015

      Not checked in the free run.

    • cites Saliu-Abdulahi et al., 2017

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Peer feedback practices increased in mathematics classrooms with higher proportion of girls in lower secondary school.

    “A study found that peer feedback practices increased in mathematics classrooms with higher proportion of girls in lower secondary school (Sortkær & Reimer, 2022).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Sortkær & Reimer, 2022

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    The lack of a significant relationship between anxiety and peer feedback practices might be due to the formative nature of peer feedback practices in this study.

    “The lack of a significant relationship between anxiety and peer feedback practices might be due to the formative nature of peer feedback practices in this study.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Research syntheses and meta-analyses have found positive effects of peer feedback on student learning and academic achievement.

    “Research syntheses and meta-analyses have found positive effects of peer feedback on student learning and academic achievement (Double et al., 2020;Huisman et al., 2019;Li et al., 2020).”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Double et al., 2020

      Not checked in the free run.

    • cites Huisman et al., 2019

      Not checked in the free run.

    • cites Li et al., 2020

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    The EFL schools were strategically selected based on closeness to the mean score of a national Year-8 test in English to avoid deviation from the national mean.

    “These schools were strategically selected based on closeness to the mean score of a national Year-8 test in English.This strategic selection was made to avoid that schools deviated to much from the national mean score for students in English.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Interpretationown data

    The finding that students felt more comfortable with the most complicated material taught by EFL teachers compared with mathematics teachers emphasises the importance of scaffolding students' learning processes in mathematics by directing explicit attention to how students can operationalise and internalise learning goals and criteria.

    “which emphasised the importance of scaffolding students' learning processes in mathematics by directing explicit attention to how students can operationalise and internalise learning goals and criteria.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    Pairwise deletion was used for mathematics responses when performing correlation analyses.

    “For the mathematics responses, pairwise deletion was used when performing the correlation analyses.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationown data

    The low engagement in peer feedback could be seen as a missed opportunity considering the explicit focus on AfL in Norway in the last decade.

    “The general low mean scores for students' experiences of peer feedback practices suggested that students were rarely engaged in peer feedback activities, which could be seen as a missed opportunity considering the explicit focus on AfL in lower secondary school in Norway in the last decade.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Previous research has documented interconnections between anxiety issues and peer feedback practices.

    “Whilst previous research has documented interconnections between anxiety issues and peer feedback practices (Alqassab et al., 2019;Topping, 2023;Yu, 2021)”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Alqassab et al., 2019

      Not checked in the free run.

    • cites Topping, 2023

      Not checked in the free run.

    • cites Yu, 2021

      Not checked in the free run.

  • May combine two claims.

    Interpretationcitation

    The reported lack of opportunities for peer feedback contrasted with a previous study in which lower secondary teachers reported peer feedback and peer work as a preferred AfL practice in teaching EFL.

    “The reported lack of opportunities of peer feedback contrasted with results from a previous study in which lower secondary teachers reported peer feedback and peer work as a preferred AfL practice in teaching EFL (Vattøy, 2020).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Vattøy, 2020

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    In mathematics teaching, peer feedback accuracy has been an important factor for reducing anxiety for students.

    “In mathematics teaching, peer feedback accuracy has been an important factor for reducing anxiety for students (Alqassab et al., 2019).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Alqassab et al., 2019

      Not checked in the free run.

  • May combine two claims.

    Study design and conductreasoning

    The samples were not randomly selected, but high response rates for both samples strengthened the validity of the results.

    “The samples were not randomly selected, although the high response rates for both samples strengthened the validity of the results.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationcitation

    Increased teacher awareness related to the influences of peer feedback practices might open for more constructive feedback designs.

    “Increased teacher awareness related to the influences of peer feedback practices might open for more constructive feedback designs (Liu & Carless, 2006).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Liu & Carless, 2006

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    Validated instruments and scales were used in the analyses to minimise the limitation of capturing all aspects of a construct with a few selected items.

    “To minimise the limitation of capturing all aspects of a construct with a few selected items, we used validated instruments and scales in our analyses.”
    Quote in the paperNot a substantial claim
33 of 33

  • The paper relies on this without support.

    The two subjects (EFL and mathematics) provide different conditions for peer feedback practices within the same context of lower secondary school.

    “The present study is conducted in teaching EFL and mathematics since the two subjects provide different conditions for peer feedback practices within the same context of lower secondary school.”
1 of 1

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • EFL anxiety coefficient is inconsistent with its t statistic

    Major

    A coefficient of -1.41 divided by its reported standard error of .03 gives a t statistic of -47, not -5.25. The reported coefficient or another value in this row is wrong.

    Reported -5.25 · recomputed -47

  • EFL regression associations are described as all positive

    Minor

    The text says every independent variable was positively associated with peer feedback practices, but the regression table reports negative coefficients for self-efficacy and lack of anxiety.

  • EFL and mathematics enjoyment correlations are reversed

    Minor

    The text assigns the self-efficacy-enjoyment correlation of .54 to EFL and .53 to mathematics. In Table 1, the EFL upper triangle shows .53, while the mathematics lower triangle shows .54.

3 of 3

Cites

Flagged first, then by citations

Research works printed but not linked: 4

  1. Baird J.-A. Hopfenbeck T. N. Newton P. Stobart G. & Steen-Utheim A. T. (2014). State of the field review assessment and learning. Norwegian Knowledge Centre for Education (13).
  2. Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
  3. Lie, S., Kjærnsli, M., Roe, M., & Turmo, A. (2001). Godt rustet for framtida? Norske 15-åringers kompetanse i lesing og realfag i et internasjonalt perspektiv [Well-prepared for the future? Norwegian 15-year-olds competence in reading and hard sciences in an international perspective]. Institutt for lærerutdanning og skoleutvikling.
  4. Pekrun, R., Goetz, T., & Frenzel, A. C. (2005). Achievements emotions questionnaire - Mathematics (AEQ-M). User’s manual. University of Munich, Department of Psychology.

Cited by

Sorted by citations

Related

Authors
Vattøy, K.-D., & Gamlem, S. M.
Affiliations
Volda University College (NO)
Corresponding author
Vattøy, Kim-Daniel
ORCID
Venue
Scandinavian Journal of Educational Research
Publisher
Informa UK Limited
Published
2023-03-23
Volume
68
Issue
5
Pages
904-918
ISSN
  • 0031-3831 (ISSN-L)
  • 1470-1170
DOI
10.1080/00313831.2023.2192772
OpenAlex
W4360866181
Cited by
23
References
49
Citations by year
2026: 6 · 2025: 7 · 2024: 9 · 2023: 1
FWCI
17.04
Type
journal article
Language
en
Open access
Licence
Locations
Scandinavian Journal of Educational Research (publishedVersion, cc-by)
Funders
Norwegian Research Council (237442)
Topics
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords
peer feedback, learning objectives, self-monitoring, self-efficacy, mathematics anxiety, EFL teaching, mathematics education, junior high school students, student experience

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