Peer Feedback, a Source of Help for Some, and a Source of Humiliation for Others: Case Study of Algerian Middle Schools Learners

Abstract

Learning languages is a vital process that requires communication and interaction between learners. One critical aspect of these interactions is peer feedback. The current study approaches the phenomenon of peer feedback with the intent to elucidate its very essence and to determine its double-sided impact on learners’ affect. The research adopts both quantitative and qualitative investigation tools. The qualitative method consists of a classroom observation on middle school pupils from two different schools in the wilaya of Tiaret, along with an interview conducted with Algerian middle school English teachers, while the quantitative method consists in the use of a questionnaire administered to middle school pupils the results of which are analyzed and interpreted in a computable way. The results attained through the methods used confirm the hypothesis put forth ahead that peer feedback impacts significantly on learners’ affect either as a source of help or as a source of humiliation depending on the individual differences and the peer influence. The study bestows on the teacher a great deal of responsibility in providing for genial peer rapports to optimize collaborative learning and benefit learners from peer feedback.