Peer Feedback in a Swedish EFL Textbook -Does it align with best practices?

Peer feedback and its role for students’ language learning receive considerable interest in thefield of English as a foreign language. A related area of interest is the ways in which teachersare trained in their use of peer feedback and its integration into their classroom practice. Yet,research on...

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Main Author: Petersson, Theres
Format: Others
Language:English
Published: Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap 2021
Subjects:
Online Access:http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-92956
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spelling ndltd-UPSALLA1-oai-DiVA.org-oru-929562021-09-15T05:23:14ZPeer Feedback in a Swedish EFL Textbook -Does it align with best practices?engPetersson, TheresÖrebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap2021Peer FeedbackPeer ReviewEFL Upper-secondary SchoolLearningLärandePeer feedback and its role for students’ language learning receive considerable interest in thefield of English as a foreign language. A related area of interest is the ways in which teachersare trained in their use of peer feedback and its integration into their classroom practice. Yet,research on the ways in which English language textbooks include opportunities for andinstructions in peer feedback are sparse. Given the importance of textbooks in EFLclassrooms as one of the primary sources of L2 input, the aims of this study are to investigate:1) Whether commonly used textbooks for teaching English in Swedish upper-secondaryschools recommend or integrate peer feedback, and what a) the frequency, and b) type ofthese recommendations and exercises are. 2) How the recommendations and exercises alignwith a) recommendations and best practices as identified in the literature, and b) the nationalcurriculum and the syllabus for English 7.To answer these questions, we analyze one of the most commonly used textbooks for teachingEnglish 7 in Swedish upper-secondary schools, Blueprint C Version 2.0. The findings showonly two instances in the book where the use of peer feedback is promoted as a valuablestrategy for improving the quality of students’ productions. It also shows that the bookcontains a total of 52 writing and speaking exercises, out of which 30 include the use of peerfeedback that, to some extent, aligns with best practice recommendations. As for thealignment with the curriculum and syllabus, the identified recommendations and support forthe use of peer feedback, as well as the peer feedback exercises, are shown to specificallymeet one of the goals of the national curriculum and three of the bullet points listed in thecore content in the syllabus for English 7.  Student thesisinfo:eu-repo/semantics/bachelorThesistexthttp://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-92956application/pdfinfo:eu-repo/semantics/openAccess
collection NDLTD
language English
format Others
sources NDLTD
topic Peer Feedback
Peer Review
EFL Upper-secondary School
Learning
Lärande
spellingShingle Peer Feedback
Peer Review
EFL Upper-secondary School
Learning
Lärande
Petersson, Theres
Peer Feedback in a Swedish EFL Textbook -Does it align with best practices?
description Peer feedback and its role for students’ language learning receive considerable interest in thefield of English as a foreign language. A related area of interest is the ways in which teachersare trained in their use of peer feedback and its integration into their classroom practice. Yet,research on the ways in which English language textbooks include opportunities for andinstructions in peer feedback are sparse. Given the importance of textbooks in EFLclassrooms as one of the primary sources of L2 input, the aims of this study are to investigate:1) Whether commonly used textbooks for teaching English in Swedish upper-secondaryschools recommend or integrate peer feedback, and what a) the frequency, and b) type ofthese recommendations and exercises are. 2) How the recommendations and exercises alignwith a) recommendations and best practices as identified in the literature, and b) the nationalcurriculum and the syllabus for English 7.To answer these questions, we analyze one of the most commonly used textbooks for teachingEnglish 7 in Swedish upper-secondary schools, Blueprint C Version 2.0. The findings showonly two instances in the book where the use of peer feedback is promoted as a valuablestrategy for improving the quality of students’ productions. It also shows that the bookcontains a total of 52 writing and speaking exercises, out of which 30 include the use of peerfeedback that, to some extent, aligns with best practice recommendations. As for thealignment with the curriculum and syllabus, the identified recommendations and support forthe use of peer feedback, as well as the peer feedback exercises, are shown to specificallymeet one of the goals of the national curriculum and three of the bullet points listed in thecore content in the syllabus for English 7. 
author Petersson, Theres
author_facet Petersson, Theres
author_sort Petersson, Theres
title Peer Feedback in a Swedish EFL Textbook -Does it align with best practices?
title_short Peer Feedback in a Swedish EFL Textbook -Does it align with best practices?
title_full Peer Feedback in a Swedish EFL Textbook -Does it align with best practices?
title_fullStr Peer Feedback in a Swedish EFL Textbook -Does it align with best practices?
title_full_unstemmed Peer Feedback in a Swedish EFL Textbook -Does it align with best practices?
title_sort peer feedback in a swedish efl textbook -does it align with best practices?
publisher Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap
publishDate 2021
url http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-92956
work_keys_str_mv AT peterssontheres peerfeedbackinaswedishefltextbookdoesitalignwithbestpractices
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