PEER FEEDBACK IN COLLEGE EFL WRITING: A REVIEW OF EMPIRICAL RESEARCH

Yuseva Iswandari, Yizhe Jiang

Abstract


Peer feedback in EFL setting has become an interesting area to explore in the past thirty years. This study reviews 16 empirical research studies on offline peer feedback in college EFL writing. There are 4 research questions addressed in this study, namely (1) what types of peer feedback are mostly researched in the past 10 years?, (2) what kinds of research objectives are addressed?, (3) what kinds of data collection and analysis methods are implemented to address the research questions?, and (4) what are methodological challenges reported in the studies reviewed? The researchers employed Norris and Ortega (2006) characteristics of systematic research synthesis and followed a chapter from Adolescent Literacies in a Multicultural Context edited by Cumming (2012). The findings show that there are four criteria of feedback types mainly involved: written/spoken, in-class/out-of-class, anonymous/non-anonymous, and trained/untrained. Most of these studies are designed to explore the students perceptions toward peer feedback processes and products, with qualitative, quantitative, or mixed methodologies. Furthermore, the methodological challenges emerged from these studies are discussed, especially the ethical issues. It is hoped that the research gaps identified in these studies and future research implications provided can shed light on future research in similar areas.


Keywords


peer feedback, EFL writing, college EFL setting, methodological review

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DOI: https://doi.org/10.24071/llt.v23i2.2799

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