Peer Feedback: An Activity Theory Perspective on Givers’ and Receivers’ Stances

Abstract

Background and Purpose: Much has been written about the benefits afforded by peer feedback activities. However, how learners engage when giving or receiving peer feedback may impact on the effectiveness of these activities. In this study we investigate stances adopted by givers and receivers of peer feedback and what may explain why they adopt these stances. Methods: The study was conducted in an EFL class in Saudi Arabia. Learners (N=47) engaged in six peer feedback activities over a semester, as either givers or receivers of peer feedback. Data consisted of recorded peer feedback sessions and semi structured individual interviews. A qualitative approach to data analysis was adopted, infor..