Investigating the effects of peer feedback complementing teacher feedback on secondary CSL students’ writing performances /

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Student Theses

2025

Zhang, Xin

Thesis

Feedback is a crucial component of writing instruction, yet relying solely on teacher feedback can limit students’ engagement and increase instructors’ workloads. Although peer feedback is increasingly being used in second language (L2) writing contexts and is generally considered to be beneficial, questions about how to maximize its effectiveness and how it complements teacher feedback remain. In this study, we examined the effects of peer feedback combined with teacher feedback on the writing performances of 36 secondary students of Chinese as a L2 (CSL) in Asia. Using a mixed-method, quasi-experimental design, participants from two intact classes completed two feedback cycles, one being a teacher-only (T-only) feedback cycle and the other a peer feedback followed by teacher feedback (P+T) cycle, each consisting of three rounds of feedback. We compared the impact of the P+T cycle and the T-only cycle on feedback types, revisions, and writing performances. Data sources included scores for the initial and the final drafts, feedback comments, student surveys, and interviews.The results showed that both feedback cycles improved writing performances significantly, with no statistically significant difference between them. The qualitative analysis revealed a complementary relationship between peer and teacher feedback, with peers providing affective support and identifying problems, and teachers offering more constructive solutions. Both groups focused mainly on content and on organization, with peers contributing more in these areas and teachers providing more local-level corrections, such as grammar and word choices. Although the students preferred the incorporation of teacher feedback, the revisions were comparable across the cycles. The students valued peer feedback due to the diverse perspectives and motivational support, together with the clarity and authority of teacher guidance. Peer feedback also enhanced the students’ evaluative skills and understanding of the assessment criteria.These findings suggest that integrating peer feedback complements rather than replaces teachers’ guidance by addressing students’ cognitive and affective needs, particularly when supported by effective training in giving peer feedback. Situating peer feedback prior to teacher feedback appeared to maximize their complementary benefits and led to more comprehensive revisions

LG51.H43 Dr 2025eb Zhangx

https://educoll.lib.eduhk.hk/records/GajgV6c9