Exploring student roles in mixed-proficiency triads for dialogic peer feedback learning

ABSTRACT

Incorporating Vygotsky’s concepts of scaffolding and Zone of Proximal Development, this paper presents a qualitative study examining student roles in dialogic peer feedback learning, focusing on Chinese English-as-a-foreign-language (EFL) students in mixed translation proficiency triads within an English-Chinese translation course. During feedback sessions, the instructor assigned the receiver role, allowing flexibility for the other students to assume roles based on preference. Analysis of multiple data sources (surveys, feedback audio recordings, focus group interviews, and one-on-one semi-structured interviews) revealed students undertaking five feedback roles: receiver, observer, giver, summariser, and coordinator. Notably, students across diverse translation proficiency levels demonstrated distinct interaction strategies, particularly in giver and receiver roles, influenced by factors such as feedback literacy and student motives. Implications are provided to innovate and improve further peer feedback practices.

KEYWORDS:

• Peer feedback
• student roles
• mixed-proficiency triads
• scaffolding

Acknowledgments

The authors want to thank anonymous reviewers and this journal’s editor for their insightful suggestions.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Fundamental Research Funds for the Central Universities [3072023WJG1205].

Notes on contributors

Kexin Li

Kexin Li is lecturer in School of Foreign Studies of Harbin Engineering University. Her main research interests include language learning and assessment.

Wei Su

Wei Su is full professor at Xiamen University. He received his PhD in Translation and Interpreting in 2011, and published articles in journals like Language and Education, Language Awareness, Assessment and Evaluation in Higher Education, and The Interpreter and Translator Trainer. His main research interests include feedback and assessment of English learning.