Jump to ContentJump to Main Navigation
Show Summary Details
More options …

Applied Linguistics Review

Editor-in-Chief: Wei, Li

4 Issues per year

IMPACT FACTOR 2017: 1.286

See all formats and pricing
More options …

A corpus linguistic investigation into online peer feedback practices in CALL teacher education

Olcay SertORCID iD: http://orcid.org/0000-0001-7513-2399 / Asuman Aşık
Published Online: 2018-10-12 | DOI: https://doi.org/10.1515/applirev-2017-0054


This study investigates the online peer feedback practices of teacher trainees who are engaged in designing CALL materials. The participants are 111 pre-service English language teachers enrolled in a teacher education programme in Turkey, who post the materials they produce to an online course blog and then evaluate each other’s materials. The data come from the compilation of blog posts produced to provide online peer feedback, forming the Corpus of Online Peer Feedback in Teaching. The data are analysed using corpus linguistics, drawing on frequency, collocation, concordance, and keyword analyses. Our findings show that the participants highlight particular features of CALL materials such as student-centeredness, learner interest, and visual aspects by using constructive peer feedback with hedged evaluations, which brings data-based evidence for their knowledge on and beliefs about CALL materials. This research makes a methodological contribution to the study of online data in the field of language teacher education by employing the analytical lense of corpus linguistics. More importantly, the findings reveal that such an analytic approach can bring new insights into understanding the technological and pedagogical knowledge and beliefs of teachers in relation to language teaching materials design and development. The implications of the findings for research on CALL teacher education as well as on feedback and reflection practices are discussed.

Keywords: corpus linguistics; peer feedback; CALL; blogs; language teacher education


  • Arnold, Nike & Lara Ducate. 2006. Future foreign language teachers’ social and cognitive collaboration in an online environment. Language Learning and Technology 10(1). 42–66. http://llt.msu.edu/vol10num1/arnoldducate.pdf (accessed 8 March 2016).

  • McMurry, Benjamin, Peter J. Rich, K. James Hartshorn, Neil J. Anderson & David D. Williams. 2016. Criteria language teachers use when selecting CALL technologies. The Journal of Language Teaching and Learning 6(1). 49–65.Google Scholar

  • Boulton, Helen. 2014. ePortfolios beyond pre-service teacher education: A new dawn? European Journal of Teacher Education 37(3). 374–389.CrossrefWeb of ScienceGoogle Scholar

  • Brown, John S. & Richard P. Adler. 2008. Minds on fire: open education, the long tail, and learning 2.0. EDUCAUSE Review 43(1). 16–34.Google Scholar

  • Çelik, Sercan, Evrim Baran & Olcay Sert. 2018. The affordances of mobile-app supported teacher observations for peer feedback. International Journal of Mobile and Blended Learning 10(2). 36–49. https://doi.org/10.4018/IJMBL.2018040104Crossref

  • Church, Kenneth, William Gale, Patrick W. Hanks & Donald Hindle. 1991. Using statistics in lexical analysis. In Uri Zernik (ed.), Lexical acquisition: Exploiting on-line resources to build a lexicon, 115–164. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar

  • Deng, Lpiping & Allan H. K. Yuen. 2011. Towards a framework for educational affordances of blogs. Computers and Education 56(2). 441–451.CrossrefGoogle Scholar

  • Dooly, Melinda & Randall Sadler. 2013. Filling in the gaps: Linking theory and practice through telecollaboration in teacher education. ReCALL 25(1). 4–29.Web of ScienceCrossrefGoogle Scholar

  • Drew, Paul & John Heritage. 1992. Analyzing talk at work: An Introduction. In Paul Drew & John Heritage (eds.), Talk at work, 3–65. Cambridge: Cambridge University Press.Google Scholar

  • Dudeney, Gavin & Nicky Hockly. 2016. Literacies, technology and language teaching. In Fiona Farr & Liam Murray (eds.), Routledge handbook of language learning and technology,115–126. London: Routledge.Google Scholar

  • Falloon, Garry. 2011. Making the connection: Moore’s theory of transactional distance and its relevance to the use of a virtual classroom in postgraduate online teacher education. Journal of Research on Technology in Education 43(3). 187–209.CrossrefGoogle Scholar

  • Farr, Fiona. 2010. The discourse of teaching practice feedback: Corpus-based investigation of spoken and written modes. London: Routledge.Google Scholar

  • Farr, Fiona & Elaine Riordan. 2012. Students’ engagement in reflective tasks: An investigation of interactive and non-interactive discourse corpora. Classroom Discourse 3(2). 129–146.CrossrefGoogle Scholar

  • Farr, Fiona & Elaine Riordan. 2015. Tracing the reflective practices of student teachers in online modes. ReCALL 27(1). 104–123. . accessed 21 April 2016).CrossrefWeb of ScienceGoogle Scholar

  • Ferraro, Joan M. 2000. Reflective practice and professional development. In ERIC clearing house on teacher education, Washington DC.Google Scholar

  • Hanson-Smith, Elizabeth. 2006. Communities of practice for pre- and in-service teacher education. In Phillip Hubbard & Mike Levy (eds.), Teacher education in CALL, 301–315. Amsterdam: John Benjamins.Google Scholar

  • Harris, Judith B. & Mark J. Hofer. 2011. Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education 43(3). 211–229.CrossrefGoogle Scholar

  • Herrington, Jan, Jenni Parker & Daniel Boase-Jelinek. 2014. Connected authentic learning: Reflection and intentional learning. Australian Journal of Education 58(1). 23–35.CrossrefWeb of ScienceGoogle Scholar

  • Hirvela, Alan. 2006. Computer-mediated communication in ESL teacher education. ELT Journal 60(3). 233–241.CrossrefGoogle Scholar

  • Hong, Kwang H. 2010. CALL teacher education as an impetus for L2 teachers in integrating technology. ReCALL 22(1). 53–69.CrossrefWeb of ScienceGoogle Scholar

  • Instructional Technology and Materials Design (IDO 382) Course Syllabus. Available Online at http://www.olcaysert.com/IDO382_syllabus.pdf

  • Kessler, Greg. 2016. Technology standards for language teacher preparation. In Fiona Farr & Liam Murray (eds.), Routledge handbook of language learning and technology, 57–71. London: Routledge.Google Scholar

  • Koester, Almut. 2010. Building small specialised corpora. In Michael McCarthy & Anne O’Keeffe (eds.), The routledge handbook of corpus linguistics, 66–80. Florence, KY: Routledge.Google Scholar

  • Li, Li. 2014. Understanding language teachers’ practice with educational technology: A case from China. System 46. 105–119.Web of ScienceCrossrefGoogle Scholar

  • Li, Li. 2017. Social interaction and teacher cognition. Edinburgh: Edinburgh University Press.Google Scholar

  • Lynch, Raymond, Patricia M. McNamara & Niall Seery. 2012. Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback. European Journal of Teacher Education 35(2). 179–197.Web of ScienceCrossrefGoogle Scholar

  • Mann, Steve & Steve Walsh. 2013. RP or ‘RIP’: A critical perspective on reflective practice. Applied Linguistics Review 4(2). 291–315.Web of ScienceGoogle Scholar

  • Mann, Steve & Steve Walsh. 2017. Reflective practice in English language teaching: Research-based principles and practices. London: Routledge.Google Scholar

  • McEnery, Tom & Andrew Wilson. 1996. Corpus linguistics. Edinburgh: Edinburgh University Press.Google Scholar

  • Meyer, Charles F. 2002. English corpus linguistics: An introduction. Cambridge: Cambridge University Press.Google Scholar

  • Morton, Tom & John Gray. 2010. Personal practical knowledge and identity in lesson planning conferences on a pre-service TESOL course. Language Teaching Research 14(3). 297–317.CrossrefWeb of ScienceGoogle Scholar

  • Murphy, Brona. 2015. A corpus-based investigation of critical reflective practice and context in early career teacher settings. Classroom Discourse 6(2). 107–123.CrossrefWeb of ScienceGoogle Scholar

  • O’Keeffe, Anne, Michael McCarthy & Ronald Carter. 2007. From Corpus to Classroom: Language Use and Language Teaching. Cambridge: Cambridge University Press.Google Scholar

  • Özkan, Yonca. 2011. Blogging in a teaching skills course for pre-service teachers of English as a second language. Australasian Journal of Educational Technology 27(4). 655–670.Google Scholar

  • Partington, Alan. 2009. Evaluating evaluation and some concluding reflections on CADS. In John Morley & Bayley Paul (eds.), Corpus assisted discourse studies on the Iraq conflict: Wording the war, 261–303. London: Routledge.Google Scholar

  • Riordan, Elaine & Liam Murray. 2010. A corpus-based analysis of online synchronous and asynchronous modes of communication within language teacher education. Classroom Discourse 1(2). 181–198.CrossrefGoogle Scholar

  • Schler, Jonathan, Moshe Koppel, Shlomo Argamon & James Pennebaker. 2006. Effects of age and gender on blogging. AAAI Spring Symposium on Computational Approaches for Analyzing Weblogs 6. 199–205.Google Scholar

  • Schmid, Euline C. & Volker Hegelheimer. 2014. Collaborative research projects in the technology-enhanced language classroom: Pre-service and in-service teachers exchange knowledge about technology. ReCALL 26(3). 315–332.Web of ScienceCrossrefGoogle Scholar

  • Scott, Mike. 1997. PC analysis of key words-and key key words. System 25(2). 233–245.CrossrefGoogle Scholar

  • Sert, Olcay & Li Li. 2017. A qualitative study on CALL knowledge and materials design: Insights from pre-service EFL teachers. International Journal of Computer-Assisted Language Learning and Teaching 7(3). 73–87.CrossrefWeb of ScienceGoogle Scholar

  • Stiler, Gary M. & Thomas Philleo. 2003. Blogging and blogspots: An alternative format for encouraging reflective practice among preservice teachers. Academic Research Library 123(4). 789–798.Google Scholar

  • Stubbs, Michael. 2001. Words and phrases: Corpus studies of lexical semantics. Blackwell: London.Google Scholar

  • Sun, Yuh-Chih & Yu-jung Chang. 2012. Blogging to learn: Becoming EFL academic writers through collaborative dialogues. Language Learning and Technology 16(1). 43–61.Google Scholar

  • Szabo, Zsuzsanna & Jonathan Schwartz. 2011. Learning methods for teacher education: The use of online discussions to improve critical thinking. Technology, Pedagogy and Education 20(1). 79–94.CrossrefWeb of ScienceGoogle Scholar

  • Warschauer, Mark. 2005. Sociocultural perspectives on CALL. In Joy L. Egbert & Gina M. Petrie (eds.), CALL research perspectives, 41–51. Mahwah, NJ: Lawrence Earlbaum.Google Scholar

  • Wen, Meichun L. & Ching-Chung Tsai. 2008. Online peer assessment in an inservice science and mathematics teacher education course. Teaching in Higher Education 13. 55–67.CrossrefWeb of ScienceGoogle Scholar

  • Wilkins, Elizabeth, Eui-Kyung Shin & Janet Ainsworth. 2009. The effects of peer feedback practices with elementary education teacher candidates. Teacher Education Quarterly 36(2). 79–93.Google Scholar

  • Wopereis, Iwan, Peter B. Sloep & Sybilla Poortman. 2010. Weblogs as instruments for reflection on action in teacher education. Interactive Learning Environments 18(3). 245–261.CrossrefWeb of ScienceGoogle Scholar

  • Yang, Shih-Hsien. 2009. Using blogs to enhance critical reflection and community of practice. Educational Technology and Society 12(2). 11–21.Google Scholar

  • Zhang, Si, Qingtang Liu, Wenli Chen, Qiyun Wang & Zhifang Huang. 2017. Interactive networks and social knowledge construction behavioral patterns in primary school teachers’ online collaborative learning activities. Computers & Education 104. 1–17.CrossrefWeb of ScienceGoogle Scholar

About the article

Published Online: 2018-10-12

Citation Information: Applied Linguistics Review, ISSN (Online) 1868-6311, ISSN (Print) 1868-6303, DOI: https://doi.org/10.1515/applirev-2017-0054.

Export Citation

© 2018 Walter de Gruyter GmbH, Berlin/Boston.Get Permission

Comments (0)

Please log in or register to comment.
Log in