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Examining the Effectiveness of Peer Feedback in Second Language Writing: A Meta-Analysis

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Title: Examining the Effectiveness of Peer Feedback in Second Language Writing: A Meta-Analysis
Language: English
Authors: Vuogan, Alyssa, Li, Shaofeng
Source: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. 2023 57(4):1115-1138.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 24
Publication Date: 2023
Document Type: Journal Articles
Information Analyses
Descriptors: Feedback (Response), Peer Evaluation, Second Language Instruction, Writing Instruction, Program Effectiveness, Writing Skills, Second Language Learning, Teacher Role, Self Evaluation (Individuals), Revision (Written Composition)
DOI: 10.1002/tesq.3178
ISSN: 0039-8322
1545-7249
Abstract: Peer feedback is a frequent feature of second language (L2) writing instruction. However, whether it is facilitative of L2 writing development is controversial. This meta-analysis aggregates the quantitative results of 26 empirical studies to (1) provide an accurate estimate of peer feedback's effectiveness in improving L2 writing, (2) compare its effects with those of other sources of feedback, and (3) identify factors moderating its effectiveness. Results revealed that peer feedback has a significant positive overall effect on students' writing: d = 0.73, 95% CI: 0.54-0.92. No significant differences were found between the effects of peer feedback, teacher feedback, and self-revisions; however, this finding is tentative given the small number of primary studies comparing peer feedback and feedback from other sources. Moderator analyses revealed larger effect sizes when students had more time to write and when treatments were longer. The analyses further showed that peer feedback had greater effects on revisions than new compositions and that peer feedback was more effective for content than language (lexis and grammar). Based on the findings and methodological features of the primary research, recommendations for further research are proposed so that firmer conclusions may be obtained in future meta-analyses.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1399091
Database: ERIC
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Peer feedback is a frequent feature of second language (L2) writing instruction. However, whether it is facilitative of L2 writing development is controversial. This meta-analysis aggregates the quantitative results of 26 empirical studies to (1) provide an accurate estimate of peer feedback's effectiveness in improving L2 writing, (2) compare its effects with those of other sources of feedback, and (3) identify factors moderating its effectiveness. Results revealed that peer feedback has a significant positive overall effect on students' writing: d = 0.73, 95% CI: 0.54-0.92. No significant differences were found between the effects of peer feedback, teacher feedback, and self-revisions; however, this finding is tentative given the small number of primary studies comparing peer feedback and feedback from other sources. Moderator analyses revealed larger effect sizes when students had more time to write and when treatments were longer. The analyses further showed that peer feedback had greater effects on revisions than new compositions and that peer feedback was more effective for content than language (lexis and grammar). Based on the findings and methodological features of the primary research, recommendations for further research are proposed so that firmer conclusions may be obtained in future meta-analyses.
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      – SubjectFull: Peer Evaluation
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      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Writing Instruction
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Teacher Role
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      – SubjectFull: Self Evaluation (Individuals)
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      – SubjectFull: Revision (Written Composition)
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