Abstract
ABSTRACT 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 before and after training across five different writing assignments, with feedback conditions manipulated within and between class sections. Results show that EFL peer reviewers can provide more meaning-focused feedback than do teachers and that the impact of each piece of feedback on revision quality improves after training.
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