Who Takes the Floor? Peer Feedback or Teacher Feedback: An Investigation of Chinese University English Learners’ Use and Understanding of Peer and Teacher Feedback on Writing

Abstract

In the past two decades, the development of sociocultural theory within the arena of English as a second language (ESL) learning has created a growing debate over the use of peer feedback to develop ESL learners’ writing proficiency. Empirical studies have shown that peer feedback assists ESL learners in revising their writing texts and possibly helps them in developing their English writing proficiency (e.g., Cheng & Warren, 2005; Ferris & Hedgcock, 1998). However, a closer look at the literature reveals that the use of peer feedback in the English as a Foreign Language (EFL) learning context throughout Asia is unexplored. Additionally, most studies compare peer feedback with teacher feedback in terms of the quantity of revisions peer feedback and teacher feedback trigger in redrafts. Few studies examine the learners’ understanding of peer feedback and teacher feedback that is used in redrafts. Learners using feedback without internalizing it may improve the immediate quality of written texts but do not necessarily contribute to the development of their long-term writing proficiency.