Effects of peer feedback in English writing classes on EFL students’ writing feedback literacy

• Published in: Assessing writing Vol. 61; p. 100874
• Main Authors: Weng, Fanrong, Zhao, Cecilia Guanfang, Chen, Shangwen
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.07.2024
• Subjects: EFL writing instruction; Higher education; Peer feedback; Writing assessment; Writing feedback literacy; Peer feedback; Writing feedback literacy; Higher education; Writing assessment; EFL writing instruction
• ISSN: 1075-2935
• DOI: 10.1016/j.asw.2024.100874

Despite the increasing scholarly attention towards students’ writing feedback literacy in recent years, empirical explorations of effective approaches to enhancing this capacity remain scarce. While peer feedback often plays an important role in English as a Foreign Language (EFL) writing development, few studies seem to have addressed the potential impacts of peer feedback activities on students’ overall writing feedback literacy. To fill this gap, a mixed-methods study was designed to investigate the effect of peer feedback activities on students’ writing feedback literacy development across such dimensions as appreciating feedback, making judgements, acknowledging different sources of feedback, managing affect, and taking actions with feedback. Two intact classes, one as the experimental group and the other control group, participated in the study. The experimental group engaged in peer feedback activities during the semester (12 weeks), whereas the control group received conventional teacher feedback only. The pre- and post-intervention results based on a writing feedback literacy scale were compared between the two groups, in addition to the analysis of interviews with the teacher and focal students from the experimental group, as well as students’ written assignments and revisions after receiving peer feedback. Results showed that peer feedback activities could significantly improve students’ appreciation of feedback and their ability to make judgements. Nevertheless, no significant changes in other dimensions were identified. These findings extend the current understanding of EFL students’ writing feedback literacy and hold valuable pedagogical implications. •Peer feedback significantly improved students’ recognition of feedback.•Peer feedback significantly enhanced students’ feedback quality judgment.•Peer feedback did not significantly affect how students utilised the feedback information•Peer feedback had little impact on students’ understanding of feedback sources.•Peer feedback had little impact on students’ emotion management.