Using peer feedback in a Master's programme: a multiple case study

Abstract

This article draws on the findings of a longitudinal case study, which investigated the writing experiences of five students who spoke English as an additional language (EAL). The major interest was in examining what it was like to be an EAL writer and what changes occurred in EAL students' perceptions of academic writing and of themselves as academic writers during their one-year Taught Masters course at a major UK University. This article reflects on the perceptions of peer feedback held by research participants and their engagement with providing and receiving peer comments. Although peer feedback is often viewed as an attractive tool for supporting student writing, most participants did not fully capitalise on the benefits of these practices. Such factors as students' lack of prior peer feedback and their perceptions of peers' ability to provide valid feedback constituted potential barriers to the success of peer feedback. The article suggests that the use of well-structured collaborative activities and tutors' intervention are required for peer feedback to be effective.

Keywords:

• peer feedback
• peer interactions
• academic writing
• EAL students
• informal peer support mechanisms
• situated learning theory