Near-Peer Feedback: Shaping EFL Teacher Identity and Enhancing Classroom Learning
Faculty Advisor Name
Lori Beth De Hertogh
Department
School of Writing, Rhetoric and Technical Communication
Description
Near-peer models are well-established within the medical field, with research convincingly supporting their benefits. However, near-peer practices and research exploring these practices are notably scarce in the humanities, particularly in the context of language teaching and learning. This gap in research and practice prompted this qualitative study, which explores the role of near-peer feedback in shaping the identities of pre-service teachers who teach English as a Foreign Language (EFL). Additionally, the study investigates the impact of near-peer feedback on enhancing student learning in language acquisition.
The participants in this study were students enrolled in the fourth and second years of their Bachelor studies at a Department of English Language and Literature at a university in Southeastern Europe. The fourth-year students were undergoing pre-service teacher education, while the second-year students were enrolled in an integrated-skills course aimed at improving their language abilities, particularly in writing. A total of 110 student reflections were analyzed to gain insights into their experiences with near-peer feedback.
The findings from this research support existing literature on the benefits of near-peer feedback in the medical field while contributing novel insights into its role in shaping teacher identity among pre-service EFL teachers and enhancing learning outcomes for language learners. Moreover, this study lays the groundwork for incorporating near-peer feedback into English language teaching practices and demonstrates its potential for fostering deeper learning and professional growth.
This research project also marks a personal milestone for me as a University of Prishtina (UP) alumnus and current James Madison University (JMU) Graduate student. Collaborating with my former professors on this paper was a great learning experience that bridged the academic worlds of JMU and UP. The project deepened my understanding of near-peer feedback and also provided a meaningful connection between my educational background in Kosovo and my ongoing journey in the U.S. This experience has grown my desire for research and education, and I am grateful for the chance to contribute to this growing area of study.
Near-Peer Feedback: Shaping EFL Teacher Identity and Enhancing Classroom Learning
Near-peer models are well-established within the medical field, with research convincingly supporting their benefits. However, near-peer practices and research exploring these practices are notably scarce in the humanities, particularly in the context of language teaching and learning. This gap in research and practice prompted this qualitative study, which explores the role of near-peer feedback in shaping the identities of pre-service teachers who teach English as a Foreign Language (EFL). Additionally, the study investigates the impact of near-peer feedback on enhancing student learning in language acquisition.
The participants in this study were students enrolled in the fourth and second years of their Bachelor studies at a Department of English Language and Literature at a university in Southeastern Europe. The fourth-year students were undergoing pre-service teacher education, while the second-year students were enrolled in an integrated-skills course aimed at improving their language abilities, particularly in writing. A total of 110 student reflections were analyzed to gain insights into their experiences with near-peer feedback.
The findings from this research support existing literature on the benefits of near-peer feedback in the medical field while contributing novel insights into its role in shaping teacher identity among pre-service EFL teachers and enhancing learning outcomes for language learners. Moreover, this study lays the groundwork for incorporating near-peer feedback into English language teaching practices and demonstrates its potential for fostering deeper learning and professional growth.
This research project also marks a personal milestone for me as a University of Prishtina (UP) alumnus and current James Madison University (JMU) Graduate student. Collaborating with my former professors on this paper was a great learning experience that bridged the academic worlds of JMU and UP. The project deepened my understanding of near-peer feedback and also provided a meaningful connection between my educational background in Kosovo and my ongoing journey in the U.S. This experience has grown my desire for research and education, and I am grateful for the chance to contribute to this growing area of study.
