Peer Feedforward for Enhancing Preservice EFL Teachers' Academic Writing
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| Title: | Peer Feedforward for Enhancing Preservice EFL Teachers' Academic Writing |
|---|---|
| Language: | English |
| Authors: | Lilian Gómez-Álvarez (ORCID |
| Source: | PROFILE: Issues in Teachers' Professional Development. 2026 28(1):55-71. |
| Availability: | Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, English (Second Language), Language Teachers, Academic Language, Feedback (Response), Foreign Countries, Undergraduate Students, Writing Improvement, Writing Evaluation, Peer Evaluation, Preservice Teacher Education |
| Geographic Terms: | Chile |
| ISSN: | 1657-0790 2256-5760 |
| Abstract: | This exploratory study investigated peer feedforward as a strategy to enhance academic writing coherence and cohesion among preservice EFL teachers. Employing a corpus content analysis of a three-week scaffolded process involving cycles of self-reflection and peer feedforward on academic writing tasks, findings revealed that implementing scaffolded peer reviews during the writing process, before task submission, improved the quality of participants' text coherence and cohesion, metacognitive awareness, and critical self-assessment skills, as revealed by peer comments. Results suggest that integrating peer feedforward may help participants address the dual demands of mastering and teaching academic writing while they develop as reflective, autonomous, and collaborative writers. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501555 |
| Database: | ERIC |
| Abstract: | This exploratory study investigated peer feedforward as a strategy to enhance academic writing coherence and cohesion among preservice EFL teachers. Employing a corpus content analysis of a three-week scaffolded process involving cycles of self-reflection and peer feedforward on academic writing tasks, findings revealed that implementing scaffolded peer reviews during the writing process, before task submission, improved the quality of participants' text coherence and cohesion, metacognitive awareness, and critical self-assessment skills, as revealed by peer comments. Results suggest that integrating peer feedforward may help participants address the dual demands of mastering and teaching academic writing while they develop as reflective, autonomous, and collaborative writers. |
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| ISSN: | 1657-0790 2256-5760 |
