The present study aimed to explore the major patterns in the available scholarship on peer feedback in the writing classroom. In doing so, a bibliometric approach was utilised, where a nearly exhaustive search was conducted on the SCOPUS-indexed documents on peer feedback. After compiling a database, the scholarship on peer feedback was divided…

The action-oriented approach (AoA) is a powerful basis to inform teaching, learning, and assessment in the classroom that identifies learners as social agents and focuses on language learning through language use. This paper answers the call for developments that help teachers teach and learners learn in an AoA-informed way. We argue that…

Within the context of Chinese university education, effective communication in the field of second language writing heavily relies on lexical complexity, yet the role of writing feedback perception in relation to lexical complexity remains elusive. This study introduces a comprehensive writing feedback perception model encompassing perceptions of…

Although the effects of peer-editing techniques have been studied from a variety of perspectives, the results when applied to second- or foreign-language students' writing performance are rarely favorable. The current study looked into the effect of peer-editing on the writing achievement of L2 learners. To achieve the goal, data were collected…

In the peer feedback literature the topic of students' enjoyment is largely unexplored, and attention to the emotional differences between feedback givers and receivers is unbalanced. To address this gap, the present study examined the enjoyment differences of Chinese graduate students (N = 32), performing consecutively the role of feedback givers…

Peer feedback is a frequent feature of second language (L2) writing instruction. However, whether it is facilitative of L2 writing development is controversial. This meta-analysis aggregates the quantitative results of 26 empirical studies to (1) provide an accurate estimate of peer feedback's effectiveness in improving L2 writing, (2) compare its…

With the rapid advance in educational technology, electronic feedback (e-feedback) has found its way to EFL writing process. The aim of this study is to investigate the effects of three e-feedback modes, that is, automated written corrective feedback (AWCF), asynchronous computer-mediated communication (ACMC), and their combination on EFL…

While extensive research exists on peer feedback and its effects on writing, there are few experimental studies that rigorously investigate the effects of guided dialogic peer feedback on students' argumentative writing performance. This study, adopting a mixed-methods approach, examined the influence of guided dialogic peer feedback within a…

This mixed-methods study aims to investigate the bias in peer feedback. Thirty-two English as an additional language learners gave each other anonymous feedback on their texts. Half of the participants received feedback from their teacher disguised as peer feedback, while the other half received actual peer feedback. Data were collected through…

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…

In the context of process-oriented writing instruction, the significance of engaging students in draft revision is widely acknowledged (McGarrell and Verbeem, ELT Journal 61:228-236, 2007). Nevertheless, L2 learners often exhibit limited motivation for writing, leading to inadequate revision efforts. This quasi-experimental study investigates the…

While the use of collaborative peer editing is widespread in some online learning contexts, little is known about how constituent editing behaviours impact student writing quality when using shared online documents as the mediating tool. Therefore, the present study (n = 176) examines the effects of English language learners' peer editing…

Background/purpose: This study investigated the short-term and long-term impact of collaborative writing on lower-proficiency English as a foreign language (EFL) students in Saudi Arabia. It investigated whether co-authoring enhanced the writing standard, which areas effectively evolved and how effectively the students retained their writing…

Meta-analyses suggest that peer feedback is particularly useful for learning, but additional research is needed to understand the large variation in effect sizes that is regularly seen. We examined the relationship between amount of provided and received feedback with growth in writing and reading performance in English as a Foreign Language (EFL)…

Despite the widespread use of Learner-Oriented Assessment (LOA) in (English as a Foreign Language EFL classes, concerns persist regarding its suitability for contexts such as Iran. Drawing on Carless's (SHE, 31:219-233, 2006) criteria for LOA, the present study examined the effectiveness of peer and teacher feedback in an academic writing course.…