The Role of Dialogic Peer Feedback in Improving EFL Students ' Feedback Literacy The Case of Master I English Students Mohamed Kheider University of Biskra

Abstract

Providing feedback is an important process which plays a crucial role in education in general and in learning in specific. It gives the learners the opportunity to shed the light on their strengths and weaknesses, to make more efforts to correct their errors and to improve their academic performance. Accordingly, the current study aims at exploring how to improve the students’ way of giving feedback. More particularly, this exploratory study aims to reveal how EFL students can improve their feedback literacy through the dialogic peer feedback. The researcher opts for a mixed-methods approach and uses two data collection tools which are: an online based questionnaire and a classroom observation checklist. They are designed for master one students at Mohamed Kheider University of Biskra, in order to observe their progress and investigate their attitudes. After the interpretation of the obtained data quantitatively and qualitatively, the findings indicated that dialogic peer feedback is an important way or technique to improve EFL students’ feedback literacy.