A Review of Research on The Role of L1 For Peer Feedback in L2 Writing

Abstract

The process-based writing approach has become more integrated with peer feedback. The function of the first language (L1) in this process has received increased attention. This present paper reviews research on native language use in second language (L2) writing classrooms with a particular focus on the peer revision process. The research demonstrates that L1 use in peer review acts as a cognitive and socio-affective mediator, facilitating second language acquisition. With L1, learners are able to reduce the cognitive workload entailed in the feedback process, improve writing quality, obtain affective support, and maintain peer interaction. The factors affecting the use of L1 in peer revision include pedagogical factors (e.g. task type, grouping, learning goal), learner factors (e.g. proficiency level, beliefs and goals, knowledge of writing), as well as teacher factors (e.g. beliefs, planning). Based on the findings, teachers should fully utilize peer review in the L2 writing course and allow the judicious application of L1 in peer interaction to enhance feedback quality and facilitate language learning.