A Micro‐Analytic Investigation of Managing “Revoicing” When Delivering Dispreferred Evaluative Peer Feedback During Microteaching Post‐Observation Conferences

ABSTRACT This study examines how a teacher educator employed revoicing practices to manage negative evaluative peer feedback during post‐microteaching conferences in an English‐medium instruction teacher education context. Using applied conversation analysis, video recordings of 15 microteaching sessions and subsequent peer feedback discussions were analyzed, involving Korean preservice EFL teachers. The analysis revealed three distinct types of revoicing strategies, which can be considered to be a subset of revoicing: mitigative revoicing, which softened negative evaluative peer feedback to reduce face threats; reformulative revoicing, which clarified and professionalized unclear peer comments; and elaborative revoicing, which expanded upon peer observations to enhance their pedagogical value. These strategies enabled the teacher educator to navigate the inherent tension between maintaining a supportive learning environment and facilitating meaningful feedback among peers in a multiparty feedback setting. The findings demonstrate that revoicing serves both face‐saving and pedagogical functions, allowing for the delivery of substantive feedback while preserving collegial relationships essential to effective teacher preparation programs.