EXPLORING CHALLENGES OF PEER FEEDBACK
IN EFL MICRO TEACHING CLASSES

Imanuela Artika Sekar Ayu Cendani

Sanata Dharma University

artika.sekar@gmail.com

Abstract

Peer feedback is an option for conducting assessments that can aid in the development of EFL learners' independent learning. In addition to receiving feedback solely from their teachers, students can provide and receive feedback from their peers during Micro Teaching classes. Following individual teaching practice, students are prompted to assess their peers' feedback. Despite the benefits of peer feedback, there are often challenges encountered during its implementation, particularly in EFL Micro Teaching classes.

In this research, the writer aimed to explore the challenges and their factors regarding peer feedback in EFL Micro Teaching Class which are guided by two research questions; 1) what are the challenges faced by EFL learners during the implementation of peer feedback in the Micro Teaching class? 2) what factors cause the challenges to appear? The data gathering was based on the case study method and executed with a questionnaire and interview. Eighteen respondents participated in this research, six of whom also participated in the interview.

The writer found four challenges of peer feedback related to reliability, power relation, time allocation, and perceived expertise. Along with the challenges, three main factors caused the challenges to appear, namely lack of confidence, convoluted statements, and proficiency level differences. These findings suggest that peer feedback is done in a supportive environment. In addition, the role of lecturers in providing detailed instructions is recommended.

Keywords: challenges, micro teaching, peer feedback