抄録
This paper proposes a three–tiered typology of the locus of feedback activity that acts as a conceptual framework for researching and analyzing feedback interactions in virtual exchanges (VEs). The three types correspond to three loci at which feedback can occur, termed suprapersonal, interpersonal, and intrapersonal. The suprapersonal level includes all those interactions where students are mainly providing and receiving feedback as a member of a pair or a group. The interpersonal level describes those feedback interactions in which students are independent actors in feedback exchange. This could either be with a peer in a foreign classroom (expert peer) or a peer in their home classroom (near–peer). The third level, intrapersonal, seeks to capture the cognitive and affective domains of feedback activity. It includes the internal dialogue that students engage in to make sense of feedback which influences learning beliefs and behavior. This framework is applied to case study data gathered from a VE between university students studying English in Japan and students studying Japanese in the US. The framework proved useful for exploring the feedback activity that occurred within the group, the peer and the self.
