:: Volume 7, Issue 1 (8-2018) ::
scds 2018, 7(1): 37-58 Back to browse issues page
A Sociocultural perspective on Peer and Teacher Feedback in an EFL setting
Zahra Ahmadpour Kasgari , Maryam Kazemi Malek Mahmoudi
Abstract:   (1394 Views)
This study aims at comparing teacher feedback to peer feedback. A group of 18 Iranian FL learners of Safir Language Academy and an FL teacher were participants of this study. The learners were divided into nine dyads and they participated in four essay writing sessions. The participants wrote on the same topic and genre and their written drafts were reviewed by both peers and the teacher. The sociocultural theory was used as the framework of this study and comments were analyzed based on two models. Firstly, they were categorized into local or global comments. Secondly, they were classified into four major categoriesnamely clarity, problem, explain, and suggestion.  Based on the findings, both teacher and learners were concerned with local matters during peer feedback and showed less interest in addressing global matters of writing. Moreover, the analysis of the comments indicated that the most frequent feedback type produced by the teacher was explain while the least frequent one was problem. Conversely, the most frequent peer feedback was problem and the least frequent one was explain. The results of the current study have some implications for English instructors and learners.
Keywords: Essay writing, Peer feedback, Sociocultural theory, Teacher feedback
Full-Text [PDF 724 kb]   (152 Downloads)    
Type of Study: Research | Subject: Special
Received: 2018/05/18 | Published: 2018/08/15

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Volume 7, Issue 1 (8-2018) Back to browse issues page