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Showing 2 results for Sepehrinia
Sajjad Sepehrinia, Dr. Ali Arab Mofrad,
Volume 26, Issue 2 (9-2023)
Abstract
One of the effective ways to increase the learning opportunities in language classes is provide conditions in which learners can provide feedback on one another’s performance. The results of studies have also confirmed its beneficial effects and even its superior effects compared to teacher feedback. Despite its positive effects, the results of some studies reveal that teachers are hesitant or cautious in their use of peer correction. It is not clear, however, what factors and conditions negatively influence the teachers’ willingness to embrace its potentials in learning. Accordingly, the present study was conducted to investigate the teachers’ attitudes and beliefs in this regard as well as the factors they take into account in their decision to advocate activities that involve the use of peer feedback. For this purpose, in-depth interviews were conducted with 63 Iranian EFL teachers using questions developed based on the related literature. Content analysis of the interviews revealed five major themes including effectiveness of peer corrective feedback, concern about learners’ negative emotional response to PF, the role of learners’ age in being receptive to PF, the role of learners’ proficiency level in PF effectiveness, and teachers’ perception of their learners’ preferences for and attitude toward PF. Generally, the majority teachers seemed to be doubtful in their tendency to use peer correction primarily because they thought their learners are not receptive to peer comments on their linguistic performance. The results carry significant implications for language teachers and teacher education programs.
Dr. Sajjad Sepehrinia, Dr. Ali Arabmofrad,
Volume 28, Issue 1 (4-2025)
Abstract
A significant advantage associated with peer corrective feedback (CF) is the opportunity it provides for teachers in terms of increasing the opportunities for language learning and practice. Studies have even proved its influential role and higher impact for effective learning compared to the teacher-provided feedback. Nevertheless, teachers seem to practice caution in using it in their classes. One of their significant concerns is the emotional repercussions associated with this correction resource. The present study is an attempt to shed light on the dark parts of teachers’ perception of peer correction by seeking learners’ views and comparing them with those of teachers. For this purpose, semi-structured interviews were carried out with 31 Iranian EFL teachers as well as 159 Iranian EFL learners on the most critical issues discussed in the literature in relation to peer CF. The interviews were transcribed and analyzed using Braun and Clark’s (2005) thematic analysis framework. The results pointed to teachers’ misconceptions about how their learners might react to correction from peers; while teachers had a conservative attitude to peer-provided correction due to their emotional concerns, learners looked at it as an effective learning resource and their major concern was related to the quality of the provided peer corrections. The findings have valuable implications for language instructors and teacher development programs.
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