Peer feedback, which has been named differently as “peer review”, “peer editing”, “peer evaluation”, or “peer response” in various literature, in this Research Topic refers to the practice of second language learners assuming responsibilities in commenting on each other’s written drafts in writing and oral formats during the process of writing. Current limited evidence has shown that peer feedback activities have multiple benefits for second/foreign language learners which include not only students’ better control of language uses, but also enhanced reader awareness, writing motivation and critical thinking. Due to its great potentials, peer feedback has been increasingly popular in second/foreign language writing classrooms both as a teaching and learning tool.
Recent years have witnessed an exponential increase in peer feedback research, such as areas of writing students would identify, the language students would use in providing and responding to comments, and revision behaviors students would take. However, previous studies have studied peer feedback predominantly from a linguistic perspective. Hence, in this Research Topic, we would like to present research that deals with peer feedback from an educational psychology perspective. Specifically, this Research Topic aims to contribute to this field by focusing on teachers’ roles, modes of delivery, students’ practices and individual differences, and cross-cultural influences.
Data can be collected by using observations, interviews, and questionnaires. We particularly welcome the use of experimental methods for data collection, e.g., think aloud, eye tracking, keystroke logging, and screen- and video recordings. Second language learners can be students learning any second or foreign languages other than their first or mother tongue. We are aware that previous studies mainly studied students who were learning English as a second or foreign language, hence we equally welcome research examining students who are learning a second or foreign language other than English.
Papers can present quantitative data analyses based on experimental design, or qualitative data analyses stemmed from more ethnographic oriented research. Systematic review studies are also welcome. We encourage contributions related, but not limited to the following topics:
- Teachers’ and students’ attitudes toward peer feedback
- Peer feedback in different modes, like face-to-face, online, or hybrid
- Peer feedback training and its effects
- Student strategies in giving and responding to feedback
- Individual differences in peer feedback
- Peer feedback in cross-cultural dyads
- Learning effects of peer feedback and influencing factors
Peer feedback, which has been named differently as “peer review”, “peer editing”, “peer evaluation”, or “peer response” in various literature, in this Research Topic refers to the practice of second language learners assuming responsibilities in commenting on each other’s written drafts in writing and oral formats during the process of writing. Current limited evidence has shown that peer feedback activities have multiple benefits for second/foreign language learners which include not only students’ better control of language uses, but also enhanced reader awareness, writing motivation and critical thinking. Due to its great potentials, peer feedback has been increasingly popular in second/foreign language writing classrooms both as a teaching and learning tool.
Recent years have witnessed an exponential increase in peer feedback research, such as areas of writing students would identify, the language students would use in providing and responding to comments, and revision behaviors students would take. However, previous studies have studied peer feedback predominantly from a linguistic perspective. Hence, in this Research Topic, we would like to present research that deals with peer feedback from an educational psychology perspective. Specifically, this Research Topic aims to contribute to this field by focusing on teachers’ roles, modes of delivery, students’ practices and individual differences, and cross-cultural influences.
Data can be collected by using observations, interviews, and questionnaires. We particularly welcome the use of experimental methods for data collection, e.g., think aloud, eye tracking, keystroke logging, and screen- and video recordings. Second language learners can be students learning any second or foreign languages other than their first or mother tongue. We are aware that previous studies mainly studied students who were learning English as a second or foreign language, hence we equally welcome research examining students who are learning a second or foreign language other than English.
Papers can present quantitative data analyses based on experimental design, or qualitative data analyses stemmed from more ethnographic oriented research. Systematic review studies are also welcome. We encourage contributions related, but not limited to the following topics:
- Teachers’ and students’ attitudes toward peer feedback
- Peer feedback in different modes, like face-to-face, online, or hybrid
- Peer feedback training and its effects
- Student strategies in giving and responding to feedback
- Individual differences in peer feedback
- Peer feedback in cross-cultural dyads
- Learning effects of peer feedback and influencing factors
