Native and non-native English speaking student teachers engage in peer feedback

Authors

  • Hedy McGarrell Brock University

Abstract

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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How to Cite

McGarrell, H. (2010). Native and non-native English speaking student teachers engage in peer feedback. Canadian Journal of Applied Linguistics, 13(1), 71–90. Retrieved from https://journals.lib.unb.ca/index.php/CJAL/article/view/19930

Issue

Vol. 13 No. 1 (2010): Special Issue: Second Language Teacher Education: Assessment, Achievement, and Advancement in Canada’s Official Languages

Section

Articles

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