Feedback from peers or teachers: The preferences and perceptions of pre-service EFL teachers
Year: 2026
Type: article
Abstract: Teacher feedback has long been recognized as a very important component of teacher education due to its numerous benefits. Peer feedback, complementing teacher feedback, also plays an important role as a reflective practice by enabling pre-service teachers work collaboratively and understand their teaching practices deeply in a supportive environment. There is a limited understanding of how pre-service teachers compare both sources of feedback and which feedback type they prefer despite the growing body of research related the value of teacher and peer feedback. Therefore, this study aimed to investigate the pre-service English as a Foreign Language (EFL) teachers’ preferences and perceptions regarding the feedback they receive from their teacher and peers. This qualitative case study was carried out with 31 3rd grade pre-service students enrolled in “Teaching English to Young Learners II” course. Following each micro-teaching session, participants received both peer and teacher feedback through a standard feedback form. Data were collected through the structured feedback evaluation forms filled by the pre-service teachers, semi-structured interviews and completed teacher and peer feedback forms. Reflexive thematic analysis was used for data analysis. The results reveal that while both teacher and peer feedback were perceived as valuable, teacher feedback was consistently regarded as more professional, specific, detailed, action-oriented and motivating. Peer feedback was appreciated for its supportive tone and reflective value. Most participants preferred receiving both types of feedback, but none favoured peer feedback alone.
Author: Şeyma Yıldırım
Institution: Hasan Kalyoncu University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7126404877