Authors:
Blerta Mustafa, University of Prishtina, Kosovo
Yllkë Paçarizi, University of Prishtina, Kosovo
Art Shala, Independent Researcher, USA
Email: [email protected]
https://doi.org/10.22492/ije.13.1.09
Citation: Mustafa, B., Paçarizi, Y., & Shala, A. (2025). Near-Peer Feedback: Shaping EFL Teacher Identity and Enhancing Classroom Learning. IAFOR Journal of Education, 13(1), 219–239. https://doi.org/10.22492/ije.13.1.09
Abstract
Near-peer models are well-established within the medical field and the benefits of these models have been demonstrated convincingly by research. However, near-pear practices and research exploring these practices seem to be scarce in humanities and especially in the context of language teaching and learning. With a noticeable disparity in research and practice, this qualitative study explored the role of near-peer feedback in shaping the identities of pre-service teachers who taught English as a Foreign Language. Moreover, it explored the role of near-peer feedback in enhancing student learning. The participants in this qualitative study were students enrolled in their fourth year and second year of Bachelor studies in the Department of English Language and Literature at the University of Prishtina. Fourth-year students were undergoing their pre-service teacher education, whereas second-year students were involved in an integrated-skills course designed to improve their language skills, particularly in writing. One hundred ten student reflections were analyzed to gain insight into their experiences when engaging in near-peer feedback. Findings from this study not only support existing research in the medical field regarding the benefits of engaging in near-peer feedback, but they also offer important evidence regarding the role of near-peer feedback in shaping teacher identity in pre-service teachers and enhancing learning for language learners. Findings from this study also create a basis for near-peer feedback practices in English language teaching and learning.
Keywords
English as a foreign language, language learning, near-peer feedback, pre-service teachers, teacher identity