Collected Item: “Adopting the Exploratory Practice Principles to Better Understand Peer Feedback: Puzzling, Co-Researching and Sharing Practitioner Research”
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Senior Lecturer in English for Academic Purposes
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Adopting the Exploratory Practice Principles to Better Understand Peer Feedback: Puzzling, Co-Researching and Sharing Practitioner Research
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Chris Banister
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2025
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This research methods Case Study is based on an Exploratory Practice (EP) inquiry that I conducted
into peer feedback processes, collaborating with my undergraduate English-language learners as co
researchers. I introduce EP, focusing on its core principles and processes while offering an insider
account of how these played out when applied in a real-world classroom setting. I first sketch out the
peer feedback study, providing background context and my rationale, explaining how this was ground
ed in my curiosity and professional practice as well as the educational and applied linguistics research
literature. I then describe some of the key practical and ethical challenges encountered, from introduc
ing and explaining EP to learners in class to ensuring integration of research into practice and publish
ing EP understandings in academic journals. Next, I reflect on EP as a method in action, what went
well—enhancing understanding of peer feedback and integrating research while retaining a language
focus—and what did not go quite as planned—uncertainty about the boundaries of EP, gaining learn
ers’ consent to act as co-researchers, and navigating the frameworks and processes of conventional
academic research. Finally, based on lessons learned from this Case Study, I suggest five key consid
erations for readers thinking of adopting EP: (a) harnessing the freedom the principles offer; (b) gaining
buy-in from learners to act as co-researchers; (c) introducing EP language to learners; (d) providing
guidance for designing activities that integrate teaching, learning, and research; and (e) completing
EP ethics applications and publishing EP in academic journals
into peer feedback processes, collaborating with my undergraduate English-language learners as co
researchers. I introduce EP, focusing on its core principles and processes while offering an insider
account of how these played out when applied in a real-world classroom setting. I first sketch out the
peer feedback study, providing background context and my rationale, explaining how this was ground
ed in my curiosity and professional practice as well as the educational and applied linguistics research
literature. I then describe some of the key practical and ethical challenges encountered, from introduc
ing and explaining EP to learners in class to ensuring integration of research into practice and publish
ing EP understandings in academic journals. Next, I reflect on EP as a method in action, what went
well—enhancing understanding of peer feedback and integrating research while retaining a language
focus—and what did not go quite as planned—uncertainty about the boundaries of EP, gaining learn
ers’ consent to act as co-researchers, and navigating the frameworks and processes of conventional
academic research. Finally, based on lessons learned from this Case Study, I suggest five key consid
erations for readers thinking of adopting EP: (a) harnessing the freedom the principles offer; (b) gaining
buy-in from learners to act as co-researchers; (c) introducing EP language to learners; (d) providing
guidance for designing activities that integrate teaching, learning, and research; and (e) completing
EP ethics applications and publishing EP in academic journals
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Education
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Sage
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Yes