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\nfeedback  \nHedy McGarrell  \nBrock University  \nAbstract  \nThis paper draws on data from questionnaires and participant discussion posts on WebCT to show how native and non-native English speaking student teachers explore the topic of peer feedback. Engaging in peer feedback for their own draft papers provides student teachers an opportunity to gain experience, then reflect on their experience and consider it in light of course readings and discussions. The data show that participants’ comments revolve primarily around an initial lack of confidence in their own and their peers’ ability to offer useful feedback; the difficulties of offering criticism without negatively affecting social relationships; and, knowing what to comment on as well as how to formulate the comments. Findings show that both native and non-native English speaking participants share the same concerns. They also show that connecting experience with development provides valuable learning opportunities for the participants.  \nRésumé  \nCette communication porte sur la façon dont les étudiant(e)s-enseignant(e)s dont la première langue est l’anglais et d’autres dont l’anglais n’est pas la première langue, réagissent aux commentaires de leurs pairs, et fait la synthèse de questionnaires ainsi que d’échanges affichés sur WebCT. Les commentaires de pairs sur le brouillon de travaux écrits donnent aux étudiant(e)s l’occasion d’acquérir de l’expérience et d’y réfléchir dans le contexte des lectures du cours et de leurs discussions. Les données obtenues montrent que les commentaires des participants traitent essentiellement d’un manque de confiance, au début, dans leurs aptitudes et dans celles de leurs compagnons de cours ; de la difficulté de critiquer un travail sans affecternégativement les contacts interpersonnels ; et de savoir sur quoi et comment formuler des observations. Les résultats montrent que les participant(e)s partagent les mêmes soucis, que leur première langue soit l’anglais ou non. Ils montrent également que le lien entre l’expérience et ledéveloppement théorique ouvre aux participant(e)s une excellente occasion d’apprentissage.  \nCJAL * RCLA McGarrell 72  \nNative and non-native English speaking student teachers engage in peer feedback  \nIntroduction  \nThe teaching of writing in second/subsequent language (L2) teacher education programs  \nhas typically received little attention in the curriculum. It is often combined with reading, or simply as part of a general course on teaching methodology. In addition, there is little research and discussion on how pre-and in-service teachers develop insights into the theories, research, and practice of L2 writing. Hirvela and Belcher (2007, p. 126) point out that “while in the larger domain of TESOL there is a steady focus on teacher education issues, we have fallen short in terms of addressing writing as a component of teacher education.” This paper aims to begin to address this shortfall by describing how student teachers in a graduate course on L2 writing explore the concept and use of peer feedback, a concept that has been widely adopted and studied for close to 20 years (Hyland & Hyland, 2006), and one of the topics covered in the course.  \nPeer feedback refers to an activity frequently used in second/subsequent (L2) writing classrooms to elicit feedback from a sympathetic reader, another student writer, on a draft version of a text. In the process, student writers receive feedback from peer readers, which gives the writers a sense of how readers might react to their texts. At the same time, peers giving feedback to each other draw on and develop their critical reading skills, and both writers and readers are likely engaged in the negotiation of meaning (Lundstrom & Baker, 2009) . While peer feedback in most studies so far has occurred in a face-to-face setting (see below), a number of studies have also explore","cbCaiu6KQN5zMvRg","https://ap.wps.com/l/cbCaiu6KQN5zMvRg","pdf",147514,"English","# Abstract\n# Introduction\n## Writing in L2 teacher education\n## Definition and scope of peer feedback\n# Background","[{\"question\":\"What method does the study use to investigate peer feedback?\",\"answer\":\"It draws on data from questionnaires and participant discussion posts on WebCT.\"},{\"question\":\"How do student teachers benefit from engaging in peer feedback?\",\"answer\":\"They gain experience with peer feedback on their drafts, then reflect on it in relation to course readings and discussions.\"},{\"question\":\"What concerns do participants report about peer feedback?\",\"answer\":\"Participants primarily report initial lack of confidence in their own and peers’ ability to provide useful feedback, difficulties offering criticism without damaging social relationships, and uncertainty about what to comment on and how to formulate comments.\"}]","Native and non-native English speaking student teachers engage in peer feedback - Study abstract and introduction | PDF",1792083152]