Purpose

In spite of the potential of peer feedback, research related to the international classroom and the development of intercultural competences remains limited. This paper aims to further explore this combination and associated gaps by presenting students’ perceptions of peer feedback on individual behaviour in group work.

Design/methodology/approach

Several studies have shown that peer feedback can be a powerful instrument in higher education. For this reason, this instrument is increasingly being deployed in the international classroom of a Dutch Business School (DBS), which has a student population of about 60 different nationalities. The present paper adopts an embedded case-study design in studying peer feedback within the international classroom.

Findings

The primary results of this study are twofold. First, they show that before joining DBS, the vast majority of international students have never been exposed to group work peer feedback. And second, they reveal that cultural background (bias) is a critical factor in how students provide and perceive peer feedback. Students from high-context cultures struggle with direct feedback provided by students from low-context cultures. Furthermore, the results show that domestic cultural values “lack consideration” when dealing with the contrasts in cultural values of non-domestic (international) students.

Originality/value

This study indicates that several aspects of the students’ cultural background have a direct impact on how they provide and perceive individual peer feedback on their behaviour in group work. Furthermore, it argues that peer feedback, when used as an instrument, requires specific training and guidance of students with regard to cultural differences, values and perceptions.

中文翻译：

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探索国际课堂行为的同伴反馈：关于学生体验和看法的案例研究

目的

尽管同伴反馈具有潜力，但与国际课堂和跨文化能力发展相关的研究仍然有限。本文旨在通过呈现学生对小组工作中个人行为的同伴反馈的看法，进一步探索这种组合和相关的差距。

设计/方法/途径

几项研究表明，同伴反馈可以成为高等教育的有力工具。出于这个原因，该仪器越来越多地部署在荷兰商学院 (DBS) 的国际教室中，该学院拥有约 60 个不同国籍的学生。本文采用嵌入式案例研究设计来研究国际课堂中的同伴反馈。

发现

这项研究的主要结果是双重的。首先，他们表明，在加入 DBS 之前，绝大多数国际学生从未接触过小组工作的同伴反馈。其次，他们揭示了文化背景（偏见）是学生如何提供和感知同伴反馈的关键因素。来自高语境文化的学生难以应对来自低语境文化的学生提供的直接反馈。此外，结果表明，在处理非国内（国际）学生的文化价值观差异时，国内文化价值观“缺乏考虑”。

原创性/价值

这项研究表明，学生文化背景的几个方面对他们如何提供和感知个人同伴对他们在小组工作中的行为的反馈有直接影响。此外，它还认为，当同伴反馈用作一种工具时，需要对学生进行有关文化差异、价值观和观念的具体培训和指导。