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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 0000-0002-8628-6913), Anita Ferreira (ORCID 0000-0001-7979-6467)
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
FullText Text:
  Availability: 0
CustomLinks:
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PubType: Academic Journal
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  Data: Peer Feedforward for Enhancing Preservice EFL Teachers' Academic Writing
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Lilian+Gómez-Álvarez%22">Lilian Gómez-Álvarez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8628-6913">0000-0002-8628-6913</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anita+Ferreira%22">Anita Ferreira</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7979-6467">0000-0001-7979-6467</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22PROFILE%3A+Issues+in+Teachers'+Professional+Development%22"><i>PROFILE: Issues in Teachers' Professional Development</i></searchLink>. 2026 28(1):55-71.
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  Data: 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/
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 17
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  Label: Publication Date
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Improvement%22">Writing Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1657-0790<br />2256-5760
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1501555
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 55
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Academic Language
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Writing Improvement
        Type: general
      – SubjectFull: Writing Evaluation
        Type: general
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Chile
        Type: general
    Titles:
      – TitleFull: Peer Feedforward for Enhancing Preservice EFL Teachers' Academic Writing
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          Name:
            NameFull: Lilian Gómez-Álvarez
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            NameFull: Anita Ferreira
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            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1657-0790
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              Value: 2256-5760
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              Value: 28
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            – TitleFull: PROFILE: Issues in Teachers' Professional Development
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