Peer feedback that consistently supports learning to write and read: providing comments on meaning-level issues

Abstract

Meta-analyses suggest that peer feedback is particularly useful for learning, but additional research is needed to understand the large variation in effect sizes that is regularly seen. We examined the relationship between amount of provided and received feedback with growth in writing and reading performance in English as a Foreign Language (EFL) learners across multiple assignments. Only provided comments, and in particular comments on meaning-level issues, were consistently associated with growth in writing performance. These types of comments were also associated with growth in reading performance, but less consistently so. Comments provided at the surface level were either uncorrelated or negatively correlated with growth in writing performance; follow up analyses suggest that the nature of the comments provided in response to training can explain the changes in effectiveness over assignments. Amount of comments received was never associated with growth in writing or reviewing skills. These findings highlight the value of peer feedback assignment focused on meaning-level issues, even for EFL learners. Further, these findings add to the growing literature that suggest that extensive opportunities to provide meaning-level feedback, especially when it is detailed, is critical for student learning.

Keywords:

• Peer feedback
• providing effects
• meaning-level feedback

Disclosure statement

The second author (Christian D. Schunn) is a co-inventor of the Peerceptiv system. The other author has no conflict of interest.

Ethical approval

Analysis of anonymized peer feedback data was approved by the University of Pittsburgh Human Research Protection Office.

Additional information

Funding

This work was supported by the Humanities and Social Sciences Foundation of The Education Department of Jilin Province (JJKH20231284SK) and the Fund of Preparatory School for Chinese Students to Japan (The Training Center of Ministry of Education for Studying Overseas) of Northeast Normal University.

Notes on contributors

Ying Cui

Dr. Ying Cui is a Lecturer at the Ministry of Education (MOE) Language Training Center at Northeast Normal University. She has extensive experience teaching English writing and conducting research on peer feedback, particularly related to teaching English as a Foreign Language.

Christian D. Schunn

Dr. Christian D. Schunn is a Professor of Psychology and Senior Scientist at the Learning Research and Development Center. He has conducted many studies on learning via peer feedback across country and disciplinary contexts.