Refining the Definition of Student Peer Feedback: The Role of Roles
DOI:
https://doi.org/10.7146/hjlcb.vi64.153164Keywords:
peer-feedback roles, role theory, social constructivism, student peer feedback, symbolic interactionism, text production pedagogy, translation studies, writing studiesAbstract
Refining the definition of student peer feedback in text production pedagogy and extending the definition to include the concept of peer-feedback roles, this article roots in higher education and explores definitions of peer feedback based on multiple characteristics. Its primary objective is to contribute to the landscape of student peer-feedback research in writing and translation studies. Its secondary objective is to provide a discourse-sensitive definition of student peer feedback at the crossroads of symbolic interactionism and social constructivism. This article reconceptualizes the role that peer-feedback roles play in student peer-feedback settings, drawing on peer-feedback research to cut across the disciplines. It broadens the perspective on the perceived dichotomy of the roles of feedback provider and receiver, based on role theory as a critical framework to synthesize theoretical approaches. This article suggests future conceptualization and theorization of roles as a framework for educators and researchers.
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