Exploring Challenges of Peer Feedback in an EFL Micro Teaching Class

Imanuela Artika Sekar Ayu  Cendani; Rina Astuti Purnamaningwulan

doi:10.31849/elsya.v5i3.15651

Imanuela Artika Sekar Ayu Cendani Sanata Dharma University, Yogyakarta, Indonesia https://orcid.org/0009-0002-6427-0010
Rina Astuti Purnamaningwulan Sanata Dharma University, Yogyakarta, Indonesia http://orcid.org/0000-0002-7109-3924

DOI: https://doi.org/10.31849/elsya.v5i3.15651

Keywords: Assessment, Challenges, EFL Teaching, Micro teaching, Peer feedback

Abstract

For English as a Foreign Language learners, peer feedback is a useful tool that fosters autonomous learning. Allowing students to give and receive feedback from their peers during Micro Teaching sessions offers an alternative in addition to the input from teachers. It also helps in developing students’ evaluating skill which is a prerequisite of being future teachers. However, if students are still facing difficulties in giving and receiving feedback, the quality of the peer feedback activity cannot be guaranteed. The objective of this study was to investigate the challenges and their underlying factors associated with peer feedback which revealed potential for improvements in the quality of the feedback and the students’ evaluating skills. Data collection was conducted using a case study approach and involved the use of a questionnaire and interviews. A total of eighteen participants partook in the study, with six of them also engaging in interviews. Hesitation in giving comments, changes in power relations, lack of time, and quality differences of the feedback were shown to be the four main challenges in peer feedback. Three primary aspects, which are lack of confidence, ambiguous feedback, and differences in proficiency levels, had an impact on these difficulties. The study's findings indicate that peer feedback should take place within a supportive environment, highlighting the importance of academics providing clear instructions to enhance the effectiveness of the peer feedback process.

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Author Biographies

Imanuela Artika Sekar Ayu Cendani, Sanata Dharma University, Yogyakarta, Indonesia

Imanuela Artika Sekar Ayu Cendani, S.Pd., is a recent graduate of Sanata Dharma University in Yogyakarta, Indonesia, where she completed her studies in the English Education program. Her academic journey in English Language Education encompassed a comprehensive range of subjects, including the four core language skills (listening, reading, speaking, and writing), English Literature, Linguistics, and English Teaching. Her unwavering passion for English Language Studies has driven her to engage in scholarly research, particularly in the realm of pre-service teacher development, aimed at enhancing their pedagogical competence. In recognition of her commitment to academic excellence, she was honored as The Best Graduate within her program. For inquiries or correspondence, she can be reached via email at [email protected]

Rina Astuti Purnamaningwulan, Sanata Dharma University, Yogyakarta, Indonesia

Rina Astuti Purnamaningwulan, M.Hum. is a full-time lecturer at Sanata Dharma University, Yogyakarta, Indonesia. She obtained her bachelor degree in English Language Education and master’s degree in English Language Studies – both from Sanata Dharma University. Having much interest in teaching English language since she was an undergraduate student, Rina has over twelve years of teaching experience. In the university where she works recently, Rina mainly teaches English skills, particularly speaking and listening. She also teaches other courses such as vocabulary, micro teaching, and Service Program Design course. Her research interests include pre-service teachers, language teaching innovations, and educational technology. She can be contacted at [email protected].

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