The Attitudes of Iranian Female EFL Learners towards Peer Feedback

Arghavan Maleki

Faculty of Education and Social Work, the University of Auckland, Auckland, New Zealand.


Keywords: EFL learners, Teacher's preferences, Iranian female teachers, English test, Peer feedback, Teacher feedback.


This study investigated the Iranian female EFL learners` and teachers` preferences toward peer feedback. The participants of this study were 60 females intermediate EFL learners and 15 female TEFL teachers studying/teaching in different language institutes in Tehran. Learners' attitudes toward peer feedback Questionnaire were administered to determine the learners' attitudes towards peer feedback. In addition, a semi-structured interview was given to the teachers to explore their attitudes towards peer feedback. Furthermore, two independent t-tests were run to see whether there was a statistically significant difference between the efficacy of feedback given by teachers and peers. The study results showed that most participating teachers think peer feedback is fruitful. It also revealed that most students believe that peer feedback is more effective than teacher feedback. In addition, the data analysis result showed a statistically significant difference between the feedback given by teachers and the ones provided by students.