Pre-service Teachers’ Perceptions of Dual-Role Peer Feedback in English Presentation: The APPLE Model Approach

Chananyu Booncharoen

Authors

Chananyu Booncharoen Ubon Ratchathani University

Keywords:

Peer Feedback, Apple Model, Pre-Service Teachers, Experiential Learning, Rogers’ Feedback Theory

Abstract

The aim of the study was to investigate the perceptions of the participants regarding being ‘Feedback Providers’ and ‘Feedback Receivers’ on English presentation skills. It also sought to investigate the opinions of the participants in identifying the most favorable type of feedback, categorized by Carl Rogers’s Feedback Theory (Rogers, 1961, 1970). The study focused on twenty-six pre-service teacher students, majoring in English, at the Faculty of Liberal Arts, Ubon Ratchathani University, Thailand. The data was drawn from the questionnaire which was divided into four sections that were: the role of feedback provider, the role of feedback receiver, the most favorite type of received feedback, and opinions toward participating in peer feedback approach. The result suggested that the majority of the participants valued the received feedback and considered it beneficial for improving their performance. However, some of the participants admitted that they felt reluctant to provide feedback for their peers since they considered themselves as novice feedback providers. Some of them showed concerns about the reliability of the received feedback. Moreover, the finding revealed that the participants identified ‘supportive feedback’ as their most favorable type of feedback. The open-ended question in the questionnaire showed that the participants were satisfied with the peer feedback learning approach.

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