Peer feedback in second language writing (2005–2014)

• Published in: Language teaching Vol. 49; no. 4; pp. 461 - 493
• Main Authors: Yu, Shulin, Lee, Icy
• Format: Journal Article
• Language: English
• Published: Cambridge, UK Cambridge University Press 01.10.2016
• Subjects: Classroom communication; Comparative Analysis; Computer Mediated Communication; Cultural Awareness; Educational Resources; Feedback; Feedback (Response); Group Dynamics; Language Acquisition; Learning Processes; Learning Theories; Peer Relationship; Peer relationships; Peers; Research Methodology; Second Language Instruction; Second Language Learning; Second language writing; Second language writing instruction; State-of-the-Art Article; Student Attitudes; Student Motivation; Teacher Student Relationship; Teaching Methods; Writing Evaluation; Writing Instruction; Writing Skills; Hong Kong China; Asia; China; Macao
• ISSN: 0261-4448; 1475-3049
• DOI: 10.1017/S0261444816000161

This article reviews research on peer feedback in second language (L2) writing published in the last decade (i.e. 2005–2014). We analyse first the theoretical underpinnings that have informed both peer feedback research and the pedagogical use of peer feedback in L2 writing instruction. We also provide a critical interpretation of existing peer feedback research and discuss seven important themes emerging from the literature, that is, (1) effectiveness of peer feedback compared with teacher and self-feedback; (2) benefits of peer feedback for feedback-givers; (3) computer-mediated peer feedback; (4) peer feedback training; (5) student stances and motives; (6) peer interaction and group dynamics; and (7) cultural issues in peer feedback. Next, we examine the contextual and methodological issues in peer feedback research and then conclude the article with implications for future research.