Visaury Moreta

One major challenge discussed by O’Donovan et al., (2016), is the unalignment of teachings and expectations of feedback. That is, educators want students to receive feedback and react to it for the upcoming assessment, but hardly ever teach students how they are expected to interact and respond to the feedback. Many students read the feedback on their assignment, but very few students actually apply the feedback they are given, or follow-up with a conversation. This is a result of no feedback-loop integration in the classroom, and so reacting to the feedback is expected, but no in-class time is being given to do this. O’Donovan et al., (2012) particularly argues that understanding the assessment and feedback process should be given the same engagement and participation in the classroom as anything else, but that is not happening in the classroom. An added challenge in the classroom is validating peer-review. 

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While Gielen (2010) cited many researchers in her research validating that peer-review provides feedback from an equal status learner can provide collaborative learning, she argues that peer assessor are usually not regarded as ‘knowledge authority’ by an assessee, leading to more reticence in accepting a peer’s judgement or advice” (p. 305). Poulos (2008) call this “credibility” of the person assessing, and when it is student peer review, most students do not find their peers credible. Likewise, Cordeiro et al., (2015) highlighted in his research that many students did not find peer review helpful. Moreover, as Gielen (2010) highlights Tsui and Ng (2002) research, which states that peer comments can lack depth of feedback and accuracy. Meanwhile Gielen (2010) also highlights Nelson et al., (1993) research which states that this problem is more present in second language classes than first language classes (Gielen, 2010, p. 306). This can become a challenge in a second language classroom as Gielen points out, which makes the approach more challenging in my foreign language classroom since I have to build student credibility and remove students' preconceived attitudes towards peer-review. Moreover, I have to make sure to create a safe and receptive environment for everyone to feel comfortable with sharing their assignments and receiving feedback from others. There needs to be trust built, that is, that everyone is doing their part to learn the material to be helpful to one another. Not that this wouldn’t be important in any classroom, but particularly in a foreign language classroom where there is a layer of vulnerability. These challenges could potentially be improved by creating a trusting environment and introducing new feedback practices that do not just rely on peer-review. 

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There are two major gaps in the study of feedback in the classroom. One gap is that I did not find literature that discussed specific strategies or lessons that could help students decipher feedback, particularly for novice-level foreign language students. Moreover, there needs to be more research on specific lessons foreign language teachers could use to help students understand the feedback process. A lesson that dedicates time to help students understand what to do with feedback. Additionally, another gap in the research is how can educators help peer-review when students struggle to see their own mistakes. Considering research suggests a lack of credibility with peer-review, I would like to see research that helps specifically build that credibility and then provide strategies to help scaffold students' feedback process.