Peer Feedback In Language Teacher Training: Students’ Pedagogic Approaches and Interpersonal Positioning
Abstract
Although peer feedback is increasingly used in English as a foreign language (EFL) courses within European higher education (HE), little research has been carried out to explore its efficacy within specific sociocultural contexts outside of the Asia-Pacific region, and much of the research into peer feedback has been limited to English as a second language (ESL) rather than EFL contexts. Students’ positioning of themselves relative to the authors of the texts they review and relative to the texts themselves reveals significant information about how culture and context impact their approach to peer feedback. This study examined 118 written peer response texts of first- and second-year undergraduate EFL teachers in training in a Norwegian HE institution, aiming to investigate both students’ pedagogic approaches to providing feedback on peer texts and the interpersonal stances they took toward each other while providing feedback. It found that students who take a collaborative approach to giving feedback are more likely to position themselves as professionals, while those who approach their peers’ texts in a prescriptive manner are more likely to view themselves as underqualified. Overall, the responses analysed indicated a preference for collectivist rather than individualistic approaches to peer response, perhaps resulting from low power distances between the students or the Nordic educational context.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
PRIVACY STATEMENT
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.