Peer feedback and teacher feedback: a comparative study of revision effectiveness in writing instruction for EFL learners

Cui Ying · Christian Dieter Schunn · Xiaosong Gai

62 citations0/0 files storedHigher Education Research & Development

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EFL/ESL Teaching and Learning Student Assessment and Feedback English Language Learning and Teaching

Abstract

This study investigated the revision effectiveness of peer feedback in comparison with teacher feedback, before and after a peer feedback training intervention that was designed to be implementable in large teaching load contexts and with EFL students. Fifty-six EFL students across two different class sections received teacher or peer feedback before and after training across five different writing assignments, with feedback conditions manipulated within and between class sections. Results show that EFL peer reviewers can provide more meaning-focused feedback than do teachers and that the impact of each piece of feedback on revision quality improves after training.

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2018The development of student feedback literacy: enabling uptake of feedback 1998Peer Assessment Between Students in Colleges and Universities 2012Rethinking models of feedback for learning: the challenge of design 2001Error feedback in L2 writing classes 2008To give is better than to receive: The benefits of peer review to the reviewer's own writing 2006A comparative study of peer and teacher feedback in a Chinese EFL writing class 2000Do Secondary L2 Writers Benefit from Peer Comments?1997The Influence of Teacher Commentary on Student Revision

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2023Online peer feedback in higher education: A synthesis of the literature 2022Effects of technology enhanced peer, teacher and self-feedback on students’ collaborative writing, critical thinking tendency and engagement in learning 2022Effects of student engagement in peer feedback on writing performance in higher education 2021Effects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation 2023Understanding student engagement with teacher and peer feedback in L2 writing

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