Native and non-native English speaking student teachers engage in peer feedback
En: Canadian Journal of Applied Linguistics . -- Vol. 13.1 (2010). --
[s.l.] :
[s.n.]
, 1996
This paper draws on data from questionnaires and participant discussion posts on WebCT to show how native and non-native English speaking student teachers explore the topic of peer feedback. Engaging in peer feedback for their own draft papers provides student teachers an opportunity to gain experience, then reflect on their experience and consider it in light of course readings and discussions. The data show that participants’ comments revolve primarily around an initial lack of confidence in their own and their peers’ ability to offer useful feedback; the difficulties of offering criticism without negatively affecting social relationships; and, knowing what to comment on as well as how to formulate the comments. Findings show that both native and non-native English speaking participants share the same concerns. They also show that connecting experience with development provides valuable learning opportunities for the
participants.
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McGarrell, Hedy
Native and non-native English speaking student teachers engage in peer feedback
En: Canadian Journal of Applied Linguistics . -- Vol. 13.1 (2010). -- [s.l.] : [s.n.], 1996
This paper draws on data from questionnaires and participant discussion posts on WebCT to show how native and non-native English speaking student teachers explore the topic of peer feedback. Engaging in peer feedback for their own draft papers provides student teachers an opportunity to gain experience, then reflect on their experience and consider it in light of course readings and discussions. The data show that participants’ comments revolve primarily around an initial lack of confidence in their own and their peers’ ability to offer useful feedback; the difficulties of offering criticism without negatively affecting social relationships; and, knowing what to comment on as well as how to formulate the comments. Findings show that both native and non-native English speaking participants share the same concerns. They also show that connecting experience with development provides valuable learning opportunities for the
participants.
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