Self-regulating writers’ uses and non-uses of peer feedback

Abstract

This study contributes to knowledge about peer review by identifying how different components motivate self-regulating learners’ adaptations in later writing. The study followed the changes to writing approach that first-year undergraduates deployed before, during and after peer review workshops. The workshops consisted of: holistically reviewing and discussing examples, developing criteria, writing a practice essay, reviewing three peer essays and receiving peer comments. Case study analysis drew on self-regulated learning theory and triangulated self-report with textual and/or think-aloud evidence. Eight of the ten case writers made adaptations to their writing which could be traced back to workshop learning. Analysing examples sparked students’ initial adaptations to their writing approach in the workshop essay. They then refined, adjusted and added new adaptations in the post-workshops essay. Students made varied use of peer comments, which were not often new information as students had already reflected on writing. Only two writers demonstrated direct uptake of peer feedback information, implementing suggestions in their post-workshop essay. Yet comments also verified the success of strategies, boosted self-efficacy and confirmed priorities for next steps. Behind some apparent non-uses there were interim steps for development. The study contributes to understanding of what it means to use peer feedback.