Abstract
The study aims to determine the effect of teacher-trainer’s feedback during peer-teaching micro- sessions and explore the perception of future English language teachers. Qualitative method was used to explore the data. The study was conducted with 40 future English language teachers via interview with open-ended questions together with close examination of reflective essays and video-recorded feedback sessions. A discourse analysis of feedback sessions was completed in order to identify how language was used and how it influenced the perception of feedback. The findings revealed that teacher-trainer tends to use politeness strategies in order to achieve mutual agreement with students and mitigate the criticism. Moreover, the form of giving feedback influenced how well it was memorized. The first strategy which caused longest retention is the criticism followed by reasons and suggestion. While, on the second place was criticism that was elicited from future English language teacher by means of questions. It was also found that the opinion on practicality about feedback is changeable as students tend to give it more credits after some dedicated time to process and comprehend rather than immediate response to it. Lastly, it was found that not only conduction of demo-lessons, but preparation for them and passive observation of peer’s sessions can also contribute to development of important skills for teaching.