Analysis of students perceptions about peer feedback in a written task of an english as a foreign language class at a regional University in Chile

Abstract

Feedback is considered as a dialog between feedback provider and receiver. This type of communication can be performed among students as well which is called peer feedback. This study analyzes students’ perceptions about peer feedback in a written task of a university context of teaching English as a foreign language. The research paradigm of this study was carried out under a qualitative approach. As a consequence, in order to analyze students’ perceptions before and after receiving peer feedback, data from two interviews with eight open-ended questions and one feedback form that included four open questions were used. Findings revealed that students were likely to have positive perceptions towards peer feedback, even though they declared to be in need of some previous preparation in order to provide and receive peer feedback. Moreover, students tended to give commands to their classmates, which is a contradiction between what students thought before providing and receiving feedback compared to the manner in which they provided feedback to their peers. Finally, students agreed on the fact that they would receive feedback from a teacher or classmate. Still, students perceived the teacher as a figure of power whose attained experience validates him or her knowledge, whereas they perceived their classmates’ comments more symmetrical because of the close relationship existing among them.