Varying Perceptions of <scp>TESOL</scp> Instruction from Experts, Peers, and Learners

Abstract This study investigates the comparative value of feedback provided by expert teachers, peer teachers, and language learners within TESOL practicum settings. Drawing on data from 738 feedback comments on two video‐recorded lessons, the research explores variations in the quantity, type, tone, and evaluative content of feedback among the three groups. Results indicate that expert teachers gave the most extensive and pedagogically grounded feedback, though with a more critical tone. Peer teachers closely mirrored expert feedback in focus but provided more affirming and supportive responses. Language learners, in contrast, contributed the fewest comments, yet their feedback was notably more emotionally attuned, highlighting affective factors such as teacher demeanor and engagement. Despite these differences, all three groups emphasized instructional quality as a central concern. Quantitative ratings of teacher performance were similar across groups, yet qualitative justifications revealed diverging criteria. Findings highlight the unique and complementary perspectives each feedback source offers, suggesting that diversified feedback enhances reflective practice in TESOL teacher education. The study underscores the value of including learner voices in practicum assessments and encourages teacher education programs to adopt more inclusive, multi‐source feedback approaches to support well‐rounded teacher development.