Speakers
Description
Students at universities usually need note-taking skills to write down important information from lectures for later review, understanding, and task completion. Because of their academic importance, these skills can be explicitly taught in listening classes. This paper examines students’ perceptions of peer feedback in an EFL course focused on note-taking skills. Although note-taking is often treated as an individual skill, it is worth exploring whether comparing notes and evaluating their clarity, organization, and usefulness can have a positive impact on learning. In particular, peer feedback may give students more opportunities to notice strengths and weaknesses in their own notes by seeing how others select and organize information. Looking from the lens of assessment-for-learning, peer feedback may help students become more active and reflective learners rather than passive receivers of teacher correction. It may also help students improve note quality, listening comprehension, and self-evaluation. The paper argues that peer feedback can support the development of evaluative judgment in listening classrooms, while also revealing practical concerns about feedback quality, objectivity, and student readiness.
Keywords: peer feedback, note-taking skills, assessment for learning, EFL listening, perception
