Keywords
Quality
Benefits
Providers
Receivers
Perceptions
Training
Submitted : 2024-02-20
Accepted : 2024-03-06
Published : 2024-03-21
Abstract
Peer feedback is a widely utilized practice in writing classrooms for second languages (L2) that has drawn a lot of attention. While some support the practice because of the clear advantages that peer feedback offers students, others doubt its efficacy. Comparing various forms of feedback is therefore necessary, as is determining the effects that peer feedback has on students and the variables that might affect how successful peer feedback is. This paper focuses on the usefulness of peer feedback for L2 writing, based on a review of studies on the subject. The findings imply that the functions of peer and teacher feedback are distinct, and that peer feedback is advantageous to both parties, particularly to the supplier. The attitudes and cultural backgrounds of the students are among the other factors that affect how effective peer feedback is. Lastly, some implications for future research and education are presented.
References
Nelson GL, Murphy JM, 1993, Peer Response Groups: Do L2 Writers Use Peer Comments in Revising Their Drafts? TESOL Quarterly, 27(1): 135. https://doi.org/10.2307/3586965
Min HT, 2006, The Effects of Trained Peer Review on EFL Students’ Revision Types and Writing Quality. Journal of Second Language Writing, 15(2): 118–141. https://doi.org/10.1016/j.jslw.2006.01.003
Lundstrom K, Baker W, 2009, To Give Is Better Than To Receive: The Benefits of Peer Review to the Reviewer’s Own Writing. Journal of Second Language Writing, 18(1): 30–43.
Hanjani AM, Li L, 2014, Exploring L2 Writers’ Collaborative Revision Interactions and Their Writing Performance. System, 2014(44): 101–114. https://doi.org/10.1016/j.system.2014.03.004
Zhu W, Yu S, Zheng Y, 2023, Exploring Chinese EFL Undergraduates’ Academic Emotions in Giving and Receiving Peer Feedback on Writing. Assessment & Evaluation in Higher Education, 48(8): 1339–1355. https://doi.org/10.1080/02602938.2023.2235635
Lockhart C, Ng P, 1995, Analyzing Talk in ESL Peer Response Groups: Stances, Functions, and Content. Language Learning, 45(4): 605–651. https://doi.org/10.1111/j.1467-1770.1995.tb00456.x
Carson JG, Nelson GL, 1996, Chinese Students’ Perceptions of ESL Peer Response Group Interaction. Journal of Second Language Writing, 5(1): 1–19. https://doi.org/10.1016/s1060-3743(96)90012-0
Vygotsky LS, 1978, Mind in Society: The Development of Higher Psychological Processes, Harvard University Press, Cambridge, MA.
Lantolf JP, 2000, Second Language Learning as a Mediated Process. Language Teaching, 33(2): 79–96. https://doi.org/10.1017/s0261444800015329
Graham S, Sandmel K, 2011, The Process Writing Approach: A Meta-Analysis. The Journal of Educational Research, 104(6): 396–407.
Swain M, Lapkin S, 1995, Problems in Output and the Cognitive Processes They Generate: A Step Towards Second Language Learning. Applied Linguistics, 16(3): 371–391. https://doi.org/10.1093/applin/16.3.371
Hyland K, Hyland F, 2019, Feedback in Second Language Writing Contexts and Issues, Cambridge University Press, Cambridge.
Wertsch JV, 1979, From Social Interaction to Higher Psychological Processes: A Clarification and Application of Vygotsky’s Theory. Human Development, 22(1): 1–22. https://doi.org/10.1159/000272425
Leontev AN, 1978, Activity, Consciousness, and Personality, Prentice-Hall Englewood Cliffs, NJ.
Villamil OS, De Guerrero MCM, 1998, Assessing the Impact of Peer Revision on L2 Writing. Applied Linguistics, 19(4): 491–514. https://doi.org/10.1093/applin/19.4.491
Caulk N, 1994, Comparing Teacher and Student Responses to Written Work. TESOL Quarterly, 28(1): 181. https://doi.org/10.2307/3587209
Lei Z, 2017, Salience of Student Written Feedback by Peer-Revision in EFL Writing Class. English Language Teaching, 10(12): 151. https://doi.org/10.5539/elt.v10n12p151
Mendonça CO, Johnson KE, 1994, Peer Review Negotiations: Revision Activities in ESL Writing Instruction. TESOL Quarterly, 28(4): 745. https://doi.org/10.2307/3587558
Yu S, Hu G, 2016, Can Higher-Proficiency L2 Learners Benefit from Working with Lower-Proficiency Partners in Peer Feedback? Teaching in Higher Education, 22(2): 178–192. https://doi.org/10.1080/13562517.2016.1221806
Rothschild D, Klingenberg F, 1990, Self and Peer Evaluation of Writing in the Interactive ESL Classroom: An Exploratory Study. TESL Canada Journal, 8(1): 52. https://doi.org/10.18806/tesl.v8i1.578
Jacobs GM, Zhang S, 1989, Peer Feedback in Second Language Writing Instruction: Boon or Bane. Annual Meeting of the American Educational Research Association, San Francisco (ERIC Document Reproduction Service No. ED306766).
Kuyyogsuy S, 2019, Promoting Peer Feedback in Developing Students’ English Writing Ability in L2 Writing Class. International Education Studies, 12(9): 76. https://doi.org/10.5539/ies.v12n9p76
Berggren J, 2015, Learning from Giving Feedback: A Study of Secondary-Level Students. ELT Journal, 69(1): 58–70. https://doi.org/10.1093/elt/ccu036
Aghajani M, Zoghipour M, 2018, The Comparative Effect of Online Self-Correction, Peer- Correction, and Teacher Correction in Descriptive Writing Tasks on Intermediate EFL Learners’ Grammar Knowledge the Prospect of Mobile Assisted Language Learning (MALL). International Journal of Applied Linguistics and English Literature, 7(3): 14. https://doi.org/10.7575/aiac.ijalel.v.7n.3p.14
Trautmann NM, 2006, Is It Better To Give Or To Receive? Insights into Collaborative Learning Through Web-Mediated Peer Review, Ph.D. dissertation, Cornell University.
Tsui ABM, Ng M, 2000, Do Secondary L2 Writers Benefit from Peer Comments? Journal of Second Language Writing, 9(2): 147–170. https://doi.org/10.1016/s1060-3743(00)00022-9
Wang W, 2014, Students’ Perceptions of Rubric-Referenced Peer Feedback on EFL Writing: A Longitudinal Inquiry. Assessing Writing, 2014(19): 80–96. https://doi.org/10.1016/j.asw.2013.11.008
Zhang S, 1995, Reexamining the Affective Advantage of Peer Feedback in the ESL Writing Class. Journal of Second Language Writing, 4(3): 209–222. https://doi.org/10.1016/1060-3743(95)90010-1
Ganji M, 2009, Teacher-Correction, Peer-Correction and Self-Correction: Their Impacts on Iranian Students’ IELTS Essay Writing Performance. The Journal of Asia TEFL, 2009(6): 117–139.
Wei W, Cheong CM, Zhu X, et al., 2022, Comparing Self-Reflection and Peer Feedback Practices in an Academic Writing Task: A Student Self-Efficacy Perspective. Teaching in Higher Education, 2022: 1–17. https://doi.org/10.1080/13562517.2022.2042242
Ruegg R, 2014, The Effect of Peer and Teacher Feedback on Changes in EFL Students’ Writing Self-Efficacy. The Language Learning Journal, 46(2): 87–102. https://doi.org/10.1080/09571736.2014.958190
Chen J, 2021, Research on the Effect of Peer Feedback Training in English Writing Teaching: A Case Study of Students in Business English Major. English Language Teaching, 14(6): 12. https://doi.org/10.5539/elt.v14n6p12
Min HT, 2005, Training Students to Become Successful Peer Reviewers. System, 33(2): 293–308. https://doi.org/10.1016/j.system.2004.11.003
Rahimi M, 2013, Is Training Student Reviewers Worth its While? A Study of How Training Influences the Quality of Students’ Feedback and Writing. Language Teaching Research, 17(1): 67–89. https://doi.org/10.1177/1362168812459151
Sánchez?Naranjo J, 2019, Peer Review and Training: Pathways to Quality and Value in Second Language Writing. Foreign Language Annals, 52(3): 612–643. https://doi.org/10.1111/flan.12414
Jacobs HL, 1981, Testing ESL Composition: A Practical Approach. English Composition Program, Newbury House Publishers, Inc., Rowley, MA 01969.
Weigle S, 2002, Assessing Writing (Cambridge Language Assessment), Cambridge University Press, Cambridge. https://doi.org/10.1017/CBO9780511732997
Long MH, 1983, Native Speaker/Non-Native Speaker Conversation and the Negotiation of Comprehensible Input. Applied Linguistics, 4(2): 126–141. https://doi.org/10.1093/applin/4.2.126
De Guerrero MCM, Villamil OS, 1994, Social-Cognitive Dimensions of Interaction in L2 Peer Revision. The Modern Language Journal, 78(4): 484–496. https://doi.org/10.1111/j.1540-4781.1994.tb02065.x
Goldstein LM, Conrad SM, 1990, Student Input and Negotiation of Meaning in ESL Writing Conferences. TESOL Quarterly, 24(3): 443–460. https://doi.org/10.2307/3587229