Toward a better understanding of student engagement with peer feedback: a longitudinal study

Author:

Qian Jinghua1ORCID,Li Danli1ORCID

Affiliation:

1. English Department , Wuhan University , Wuhan , Hubei Province , China

Abstract

Abstract While the past two decades have witnessed enormous growth in research on student engagement with feedback on second language (L2) writing, little attention has been paid to student engagement with peer feedback longitudinally through peer feedback interaction. This study explored how 12 students engaged with peer feedback cognitively, behaviorally, and affectively over a semester of L2 writing and learning, and what factors influenced student engagement. Data were collected from peer feedback dialogue, multiple drafts of compositions, retrospective verbal reports, feedback notes, self-reflection, and focus groups. Data were analyzed through text analysis, content analysis, and thematic analysis. The findings revealed that student engagement with peer feedback varied over four writing tutorials. Face-to-face peer feedback contributed to maintaining sustainable student engagement with peer feedback. Other learner-related factors such as learner beliefs, language proficiency, product-oriented mindset, and context-related factors such as task requirements, feedback-related issues, and interaction patterns jointly influenced student engagement.

Funder

The Humanities and Social Science Research Foundation of Chinese Ministry of Education

The Fundamental Research Funds for the Central Universities in China

Publisher

Walter de Gruyter GmbH

Subject

Linguistics and Language,Language and Linguistics

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