How Does Peer Feedback Training Work in EFL Writing?

Abstract

Peer feedback, in which students work together in pairs or small groups to critique and provide comments on one another’s writing, is compatible with communicative approaches to second language acquisition (SLA) and process approaches to foreign language writing. This study, drawing on Vygotsky’s sociocultural learning theory, conducted a pretest -posttest comparison group quasi experimental design with multiple data being collected and analyzed quantitatively by using SPSSWID (ver. 17.0), to explore what role trained peer feedback plays in EFL writing context. Results of a series of t-tests in quantitative analysis showed that peer feedback training had positive effects on participants in various aspects. The experimental group students gained more than control group students in their posttest writing task. They outperformed the control group students in terms of comment quantity and quality, especially generating more specific and relevant comments on global issues and implementing more peer comments into their revisions. Peer feedback training also helped students cultivate more positive attitudes towards EFL writing. These findings suggest that peer feedback training has shown strong positive effects on EFL learners, that is, EFL students can perform peer feedback both efficiently and effectively as long as they are well-trained.