A Review of Literature on the Potentials and Problems of Face-to-Face and Online Peer Feedback and the Patterns of Interaction among ESL/EFL Learners in a Peer Feedback Environment
Abstract
Peer feedback is one of the many elements that contribute to the mastery of the English language writing skills. However, ESL/EFL learners often faced difficulties in giving and receiving peer feedback as they often are not able to give or understand feedback from their peers. In uncovering the potentials and problems with peer feedback amongst ESL/EFL learners in developing their writing performance, this review provides a description on the nature and elements in face-to-face and online peer feedback, and report a review of literature on the patterns of interaction showcased by ESL/EFL students during the peer feedback sessions. Subsequently, the research gaps are identified and recommendations for future research are highlighted. The authors found that although some problems occurred when the peer feedback sessions are implemented, such as the preferences for teacher feedback and negative patterns of interaction, generally it is effective in improving ESL/EFL students’ writing performance as both face-to-face and online peer feedback provides multiple benefits in their writing process (e.g., provides opportunities to discuss critical elements in writing, benefit from sense of anonymity in online platform and seize the opportunity for collaborative learning). However, the authors discovered that studies on the patterns of interaction are limited especially in an online peer feedback environment among ESL learners. Thus, this review recommends for future research to close this gap to uncover the potentials of the peer feedback (especially online peer feedback) in developing ESL learners’ writing performance. As a whole, this review of literature brings great significance because it provides inputs to teachers on the strengths and weaknesses of the peer feedback approach (both face-to-face and online) and the best patterns of interaction developing the students’ writing performance. These inputs can also benefit educational institutions and curriculum developers in introducing effective learning activities or tasks that involve the face-to-face and online peer feedback approach in the curriculum.
Keywords: ESL/EFL learners; Online peer feedback; Patterns of interaction; Writing performance; Writing skills
Full Text:
PDFReferences
Al Abri, A., Al Baimani, S., & Al Bahlani, S. (2021). The role of web-based peer feedback in advancing EFL ssay writing. Computer-Assisted Language Learning, 22(1), 374-390.
Alharbi, M. A. (2020). Exploring the potential of Google Doc in facilitating innovative teaching and learning practices in an EFL writing course. Innovation in Language Learning and Teaching, 14(3), 227-242.
Bailey, D., & Cassidy, R. (2019). Online peer feedback tasks: Training for improved L2 writing proficiency, anxiety reduction, and language learning strategies. CALL-EJ, 20, 70-88.
Berggren, J. (2015). Learning from giving feedback: A study of secondary-level students. ELT journal, 69(1), 58-70.
Birjandi, P., & Hadidi Tamjid, N. (2012). The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance. Assessment & evaluation in higher education, 37(5), 513-533
Chen, W. (2018). Patterns of pair interaction in communicative tasks: the transition process and effect on L2 teaching and learning. ELT Journal, 72(4), 425-434.
Cheng, K. H., Liang, J. C., & Tsai, C. C. (2015). Examining the role of feedback messages in undergraduate students' writing performance during an online peer assessment activity. The Internet and Higher Education, 25, 78-84.
Diab, N. M. (2011). Assessing the relationship between different types of student feedback and the quality of revised writing. Assessing Writing, 16(4), 274-292.
Demirbilek, M. (2015). Social media and peer feedback: What do students really think about using Wiki and Facebook as platforms for peer feedback? Active Learning in Higher Education, 16(3), 211-224.
Fahy, P. J., Crawford, G., & Ally, M. (2001). Patterns of interaction in a computer conference transcript. The International Review of Research in Open and Distributed Learning, 2(1), 1-24.
Fathi, J., & Khodabakhsh, M. R. (2019). The role of self-assessment and peer-assessment in improving writing performance of Iranian EFL students. Work, 7(03).
Friginal, E., Lee, J. J., Polat, B., & Roberson, A. (2017). Social dynamics during peer response: Patterns of interaction in the L2PR corpus. In Exploring spoken English learner language using Corpora (pp. 219-243). Palgrave Macmillan.
Gao, X., Samuel, M., & Asmawi, A. (2016). Online features of Qzone weblog for critical peer feedback to facilitate business english writing. Journal of Educational Technology Systems, 45(2), 285-301.
Ghabool, N., Mariadass, M. E., & Kashef, S. H. (2012). Investigating Malaysian ESL students' writing problems on conventions, punctuation, and language. Journal of Studies in Education, 2(3) 130-143.
Goldman, K. D., & Schmalz, K. J. (2004). The matrix method of literature reviews. Health Promotion Practice, 5(1), 5-7.
Huisman, B., Saab, N., Van Driel, J., & Van Den Broek, P. (2018). Peer feedback on academic writing: Undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. Assessment & Evaluation in Higher
Education, 43(6), 955-968.
Huisman, B., Saab, N., Van Driel, J., & Van Den Broek, P. (2019). A questionnaire to assess students’ beliefs about peer-feedback. Innovations in Education and Teaching International, 57(3), 328-338.
Ho, M. C. (2015). The effects of face-to-face and computer-mediated peer review on EFL writers’ comments and revisions. Australasian Journal of Educational Technology, 31(1), 1-15.
Ho, P. V. P., Phung, L. T. K., Oanh, T. T. T., & Giao, N. Q. (2020). Should peer e-comments replace traditional peer comments? International Journal of Instruction, 13(1), 295-314.
Klopper, R., Lubbe, S., & Rugbeer, H. (2007). The matrix method of literature review. Alternation, 14(1), 262-276.
Kusumaningrum (2019) Kusumaningrum, S. R., Cahyono, B. Y., & Prayogo, J. A. (2019). The effect of different types of peer feedback provision on EFL students' writing performance. International Journal of Instruction, 12(1), 213-224.
Kuyyogsuy, S. (2019). Patterns of interaction on peer feedback: Pair dynamics in developing students' writing skills. International Journal of Higher Education, 8(3), 191-205.
Kuyyogsuy, S. (2019). promoting peer feedback in developing students' English writing ability in L2 writing class. International Education Studies, 12(9), 76-90.
Latifi, S., Noroozi, O., Hatami, J., & Biemans, H. J. (2019). How does online peer feedback improve argumentative essay writing and learning? Innovations in Education and Teaching International, 1-12.
Li, J., & Li, M. (2018). Turnitin and peer review in ESL academic writing classrooms. Language Learning & Technology, 22(1), 27-41.
Lian, W.-C., & Yang, S. C. (2011). Exploring students’ perceptions of integrating Wiki technology and peer feedback in English writing courses. English Teaching: Practice and Critique, 10(2), 88-103.
Lira-Gonzales, M. L., & Nassaji, H. (2019). The provision and efficacy of peer feedback in blogs versus paper-based writing. ITL-International Journal of Applied Linguistics, 170(2), 228-250.
Lumabi, B. M., & Tabajen, R. (2021). College students' experience in online asynchronous peer feedback in writing. TESOL and Technology Studies, 2(2), 41-54.
Mufiz, A., Fitriati, S. W., & Sukrisno, A. (2017). Patterns of interaction in peer feedback provision to the students’expository writings. English Education Journal, 7(1), 06-11.
Miao, Y., Badger, R., & Zhen, Y. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15(3), 179-200.
Mukundan, J., Mahvelati, E. H., Din, M. A., & Nimehchisalem, V. (2013). Malaysian secondary school students’ ESL writing performance in an intensive English program. World Applied Sciences Journal, 22(12), 1677-1684.
Musa, N. C., Lie, K. Y., & Azman, H. (2012). Exploring English language learning and teaching in Malaysia. GEMA Online™ Journal of Language Studies, 12(1), 35-51.
Novakovich, J. (2016). Fostering critical thinking and reflection through blog‐mediated peer feedback. Journal of Computer Assisted Learning, 32(1), 16-30.
Patchan, M. M., & Schunn, C. D. (2015). Understanding the benefits of providing peer feedback: How students respond to peers’ texts of varying quality. Instructional Science, 43(5), 591-614.
Rotsaert, T., Panadero, E., Schellens, T., & Raes, A. (2018). “Now you know what you’re doing right and wrong!” Peer feedback quality in synchronous peer assessment in secondary education. European Journal of Psychology of Education,
(2), 255-275.
Ruegg, R. (2018). The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy. The Language Learning Journal, 46(2) 87-102.
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119- 155.
Suzuki, M. (2008). Japanese learners’ self revisions and peer revisions of their written compositions in English. TESOL Quarterly, 42(2), 209-233.
Schillings, M., Roebertsen, H., Savelberg, H., van Dijk, A., & Dolmans, D. (2020). Improving the understanding of written peer feedback through face-to-face peer dialogue: students’ perspective. Higher Education Research & Development,
-17
van den Bos and Tan (2019), van den Bos, A. H., & Tan, E. (2019). Effects of anonymity on online peer review in second-language writing. Computers & Education, 142, 103638.
Vasu, K., Ling, C. H., & Nimehchisalem, V. (2016). Malaysian tertiary level ESL students’ perceptions toward teacher feedback, peer feedback and self-assessment in their writing. International Journal of Applied Linguistics and English
Literature, 5(5), 158-170.
Vygotsky, L. S. (1978). Socio-cultural theory. Mind in society, 6, 52-58.
Xu, Q., & Yu, S. (2018). An action research on computer-mediated communication (CMC) peer feedback in EFL writing context. The Asia-Pacific Education Researcher, 27(3), 207-216.
Yu, S., Zhang, Y., Zheng, Y., Yuan, K., & Zhang, L. (2019). Understanding student engagement with peer feedback on master’s theses: a Macau study. Assessment & Evaluation in Higher Education, 44(1), 50-65.
Yu, S., & Lee, I. (2015). Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective. Language Teaching Research, 19(5), 572-593.
Yu, S., & Lee, I. (2016). Peer feedback in Second language writing (2005-2014). Language Teaching, 461-493.
Yu, S., & Hu, G. (2017). Understanding university students’ peer feedback practices in EFL writing: Insights from a case study. Assessing Writing, 33, 25-35.
Yu, S., & Lee, I. (2016). Exploring Chinese students' strategy use in a cooperative peer feedback writing group. System, 58, 1-11.
Zheng, C. (2012). Understanding the learning process of peer feedback activity: An ethnographic study of exploratory practice. Language Teaching Research, 16(1), 109-126. https://doi.org/10.1177/1362168811426248
DOI: http://dx.doi.org/10.17576/3L-2021-2704-09
Refbacks
- There are currently no refbacks.
eISSN : 2550-2247
ISSN : 0128-5157