Exploring Pre-service English As A Foreign Language (efl) Teachers' Perspectives On The Benefits And Challenges Of Peer Feedback
Keywords:
Bilateral benefit, bilateral challenge, EFL writing course, peer feedback, providing peer feedback, receiving peer feedbackAbstract
This study investigated the perceptions of pre-service EFL teachers regarding the peer feedback (PF) implementation. During one semester, a cohort of students enrolled in writing class underwent three stages of a PF procedure designed by the course lecturer: theoretical knowledge, demonstration, and hands-on activity. Of those students, 11 were randomly selected to share their experiences during semi-structured interviews. The participants voiced their perspectives on the benefits and challenges of both receiving and providing PF. The interview data was thematically analysed. The data analysis suggested that while pre-service teachers encountered various difficulties when engaging in both giving and receiving PF, the overall outcome was largely positive. In terms of the perceived benefits of providing PF, two main themes emerged: preparedness for the teaching profession and the enhancement of research skills. Regarding the perceived benefits of receiving PF, the highlighted themes included gaining new perspectives, encouraging collaborative learning and improving academic writing. As for the challenges of providing PF, students reported psychological barriers such as feelings of inadequacy and anxiety. On the other hand, a significant obstacle encountered while receiving PF was the concern about credibility. It became apparent that students often sought validation from teachers, considering them authorities in the learning process.
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