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I usually ask my students to make oral presentations to practice grammar, vocabulary and pronunciation. When a student presents, I ask the rest of the class to give feedback to their classmate. I noticed that their feedback was superficial and not as meaningful as I expected. They just said things like “Your presentation was interesting” or “it was good” without further analysis.

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By taking students' perspective into consideration I had a better understanding of their learning process and their needs. Exploratory action research has helped me to grow as a teacher, to improve my teaching practice and to become a more reflective and critical person.

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This project is relevant because by learning how to give feedback students will have a better understanding of their own learning process and they will improve not only their English but also their personal and professional skills. They will be teachers soon, so learning how to give feedback is also very useful for their career.

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All of my students think that peer feedback is a good strategy to improve their English among other skills, but they did not know how to give meanigful feedback. I learned that I have to provide a more practical rubric and to model how to use it, as well as a lot of peer feedback examples.

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By using the rubric, students felt more confident when giving feedback to their classmates because they knew exactly what to focus on and how to express their opinion and comments.

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The action question was: How to improve peer feedback?

1. Designing a rubric for oral presentation

2. Before the presentation, showing students an example and model how to give feedback using the rubric.

3. Having students do their presentation individually and asking the rest of the class to give feedback according to the rubric.

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1. The objectives of peer feedback are clear for  me and my students.

2. The tools are not always adjusted for the activity or the students do not fully understand how to use them.

3. All students agree that peer feedback helps them improve their English, but sometimes they do not know how to give meaningful feedback.

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Reflective Journal
Peer Observation Protocol
Questionnaire for students

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What are my objectives when asking my students to give peer feedback?
What support do I provide to  my students to conduct peer feedback?
What do my students think about peer feedback?

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I work at a public Teacher Training University called Escuela Normal de Estudios Superiores del Magisterio Potosino in San Luis Potosi, Mexico.

I teach two-hour online English classes three times a week. My students are trainee teachers in elementary (primary) education.

I have 15 students, 13 females and 2 males, aged 18-22, they are all level A2. Students are divided by level of proficiency in their English courses.

Most of my students are interested in learning English and some of them would like to teach English in addition to all the subjects they´re supposed to teach in primary schools.