a comparative study of zpd-based teacher and peer feedback in comprehending reading and reading strategies

Sociocultural theory (sct) of second language learning puts the emphasis on social interaction and regards it as a pre-requisite for cognitive development (vygotsky, 1978). drawing on the sct, the present study aimed to delve into the possible effect of zpd-based teacher and peer feedback on reading comprehension and reading strategy use of efl learners. in so doing, 75 iranian efl learners, who were randomly assigned into two experimental and one comparison groups, participated in a quasi-experimental study. the data were collected through oxford placement test (opt), reading comprehension test and reading strategy questionnaire. one of the experimental groups received teacher feedback based on aljaafreh and lantolf’s (1994) regulatory scale while the other experimental group accomplished the reading task using the feedback provided by the peers. results obtained from the one–way anova and tukey test demonstrated that both experimental groups, teacher and peer, gained significantly more and performed better than the comparison group in reading comprehension while there was no significant difference between teacher and peer feedback groups in reading comprehension. the findings of the strategy questionnaire indicated no statistically significant difference between experimental and control groups, leading to the conclusion that students’ grouping did not influence their use of reading strategy. therefore, it is concluded that peer feedback can be as effective as teacher feedback, aiding teachers to have a learner–centered classroom by implementing peer feedback rather than teacher feedback.

a comparative study of zpd-based teacher and peer feedback in comprehending reading and reading strategies

sociocultural theory (sct) of second language learning puts the emphasis on social interaction and regards it as a pre-requisite for cognitive development (vygotsky, 1978). drawing on the sct, the present study aimed to delve into the possible effect of zpd-based teacher and peer feedback on reading comprehension and reading strategy use of efl learners. in so doing, 75 iranian efl learners, who were randomly assigned into two experimental and one comparison groups, participated in a quasi-experimental study. the data were collected through oxford placement test (opt), reading comprehension test and reading strategy questionnaire. one of the experimental groups received teacher feedback based on aljaafreh and lantolf’s (1994) regulatory scale while the other experimental group accomplished the reading task using the feedback provided by the peers. results obtained from the one–way anova and tukey test demonstrated that both experimental groups, teacher and peer, gained significantly more and performed better than the comparison group in reading comprehension while there was no significant difference between teacher and peer feedback groups in reading comprehension. the findings of the strategy questionnaire indicated no statistically significant difference between experimental and control groups, leading to the conclusion that students’ grouping did not influence their use of reading strategy. therefore, it is concluded that peer feedback can be as effective as teacher feedback, aiding teachers to have a learner–centered classroom by implementing peer feedback rather than teacher feedback.