The bilateral benefits of providing and receiving peer feedback in academic writing across varying L2 proficiency |
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| Institution: | 1. Ministry of Education (MOE) Language Training Center and School of Foreign Languages, Northeast Normal University, Changchun, China;2. English Faculty, Dalian Hi-Tech Industrial Zone No.1 Middle School, Dalian, China;3. Learning Research & Development Center, University of Pittsburgh, Pittsburgh, USA |
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| Abstract: | Although the effectiveness of peer review has been examined, few have tested the joint benefits of providing and receiving feedback features and quality in L2 contexts. The present study investigated variation in key features and quality of feedback provided and received by high and low L2 proficiency students and its benefits on revision in the authentic setting of students experiencing both roles of providing and receiving peer feedback in English academic writing. Analyses on two drafts from 50 students, 1356 idea units of anonymous implementable peer feedback and back-evaluation ratings revealed that the combined effect of providing and receiving feedback on revision was prominent for all students. But the bilateral benefits of providing and receiving feedback features were more significant for high proficiency students, while providing feedback features and quality benefited low proficiency students more. The study implies that students need more bilateral training with both providing and receiving feedback. |
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| Keywords: | Peer review Providing feedback Receiving feedback Bilateral benefit L2 proficiency Writing evaluation |
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