Peer Feedback

Abstract

Background and Purpose: Much has been written about the benefits afforded by peer feedback activities. However, how learners engage when giving or receiving peer feedback may impact on the effectiveness of these activities. In this study we investigate stances adopted by givers and receivers of peer feedback and what may explain why they adopt these stances. Methods: The study was conducted in an EFL class in Saudi Arabia. Learners (N=47) engaged in six peer feedback activities over a semester, as either givers or receivers of peer feedback. Data consisted of recorded peer feedback sessions and semi structured individual interviews. A qualitative approach to data analysis was adopted, informed by activity theory. Findings: Of the distinct stances, the most frequent were authoritative for the givers and responsive for the receivers. Such stances seemed the most effective in terms of feedback provided and the co-construction of knowledge that occurred during these feedback sessions. Learners’ goals and context-related factors explained why the learners adopted distinct stances. Conclusions: Certain stances learners adopt during a peer feedback activity seem more conducive to language learning. Pedagogical Suggestions: Stances learners adopt during a peer feedback activity need to be carefully monitored to ensure that these activities optimise language learning opportunities.