Volume 3,Issue 5
The Effect of Peer Feedback on EFL University Students’ Writing Performance and Revision Strategies
This study investigates how peer feedback affects EFL university students’ writing and revision practices. This study included 58 second-year non-English majors from two full writing classes at Jiaxing Nanhu University. Students used structured feedback forms to provide peer evaluation on content, organization, and language accuracy over eight weeks. Students’ amended drafts, pre- and post-test writing assignments, and a post-treatment peer feedback questionnaire provided data. Performance differences were examined using paired-sample t-tests and an analytic rating scale for pre- and post-test compositions. Frequency and chi-square analyses were used to identify revision pattern shifts in content, organization, and language-related revision categories. Student writing improved most in organization and language accuracy after peer input. Students made more higher-order content creation adjustments after peer review sessions. The study proved that most students found peer input helpful for identifying writing issues, but some worried about its accuracy. The study suggests using organized peer feedback in EFL writing classes to improve performance and strategic revision.
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