Do Secondary L2 Writers Benefit from Peer Comments?

“…university ESL students' first drafts and revised drafts and found that text-specific teacher comments in the form of marginal notes, teacher comments that requested information and clarification, and teacher comments on grammar appeared to induce the most substantive revision (see Ferris, 1997).”

“While it is not the purpose of the current study to investigate whether students prefer one type of comment to the other (for example, see Tsui and Ng 2000) or how much revision each type of comment triggered (e.g., Suzuki 2008), it was found that students held a more cautious attitude toward…”

“Many scholars have asserted that, among various forms of peer collaboration, peer feedback is helpful for students ’ learning because such feed-back can provide help, motivation, and stimulation to peers (Hung, 2016; Panitz, 1997; Tsui & Ng, 2000; Yang, 2016; Zhang, 2008).”

“In the first few years of implementation, students showed improvement in their writing in terms of content and organi zation (see Tsui & Ng, 2000).”

“…developing writers internalize the features of good writing in terms of its effects on an audience of age-mates, not just in the published literary works they read for class, so that students believe that producing effective writing is within their reach (Dennen & Jones, 2006; Tsui & Ng, 2000).”

“Existing literature proves interviews as useful tools to find out learners’ perceptions of different feedback practices (Hedgcock & Lefkowitz, 1996; Lee, 2008; Mendonca & Johnson, 1994; Tsui & Ng, 2000; Yang, Badger & Yu, 2006).”

“Second, the majority of the studies to date have explored students’ perception of both written and oral peer feedback (Tsui & Ng, 2000).”

“Commenting and responding additionally helps students to experience the sense of audience (Berg, 1999; Nguyen, 2002; Tsui & Ng, 2000).”

“In some cases, engaging in peer assessment benefited student writers by drawing their attention to the weaknesses in their writing and driving them to revise for improvement (Tsui & Ng, 2000; Shaw, 2002).”

“This dominance could be explained by the culturally shaped deference to teachers as authoritative sources of knowledge (Tsui and Ng 2000; Hu 2019).”

“Several studies have found a positive relationship between feedback amount and its subsequent implementation, indicating that students tend to implement and make more revisions when they receive more feedback (Tsui and Ng, 2000; Cho and MacArthur, 2010; Patchan et al., 2013; Wichmann et al., 2018).”

“Although most of the research shows that students enjoyed the process of interaction, some of them did not find peer feedback and response useful or helpful (Tsui & Ng, 2000; Berkow, 2001; Ferris, 2003).”

“…that peer feedback could help alleviate students’ anxiety (Jahin, 2012; Kurt & Atay, 2007), boost their confidence in L2 writing (Kurt & Atay, 2007; Shen et al., 2020; Tsui & Ng, 2000), and develop positive attitudes toward peer feedback or writing instruction (Lin & Chien, 2009; Sato, 2013).”

“Another reason was that the students expressed their distrust in their peers’ language proficiency, which supports scholars’ claim about learners’ belief that peers are not qualified to critique their writing (Leki, 1990; Rollinson, 2005; Tsui & Ng, 2000; Yang et al., 2006).”

“Studies have found that students generally appreciate teacher feedback (e.g., Ferris, 1995, 1997; Tsui & Ng, 2000), but students’ preferences and perceived usefulness seemed varied in reference to areas of writing.”

“Unlike previous studies (e.g., Leki, 1990; Tsui & Ng, 2000), where L2 students’ peer feedback heavily focused on surface concerns, such as word use, grammar, spelling, and punctuation, while neglecting macro-level content-related writing issues, the feedback in the present study covered global…”

“Other research has studied the measure in which the provided feedback is incorporated into story creating tasks occurring in peer review conditions (Chou, 1999; Tsui & Ng, 2000).”

“Numerous studies have detailed the benefits of collaborative peer feedback in L2 writing, including opportunities for noticing and uptake (De Guerrero and Villamil, 2000; Hyland and Hyland, 2006; Diab, 2010), awareness of text and audience (Tsui and Ng, 2000; Berggren, 2015), and improvement in writing strategies and…”

“Peer feedback is a collaborative activity involving students reading and providing comments on each other’s writing to facilitate immediate short-term writing improvement and to develop stronger writing competency through mutual scaffolding (Tsui and Ng 2000; Hu 2005).”

“Given that L2 learners are likely to be less familiar with conventions of academic writing than their teachers, peer review can offer them the alternative advantages of fostering a sense of audience and ownership of their own work through the bilateral interaction with peers (Tsui and Ng 2000).”

“First, L2 student writers tend to trust their instructor over and above their peers (Nelson & Carson, 1998; Zhang, 1995) since they often regard the former as ‘a figure of authority that guaranteed quality’ (Tsui & Ng, 2000, p. 149).”

“Quite a few studies in the English as a foreign language (EFL) context have explored the effectiveness of peer feedback in comparison to teacher feedback (Lam, 2013; Ruegg, 2015; Tsui & Ng, 2000; Yang et al., 2006) and confirmed the importance and superiority of teacher feedback over peer feedback.”

“Additionally, Amy Tsui and Maria Ng note that peer comments do not necessarily enable macro-text-based changes, or content-based revisions (Tsui & Ng, 2000, p. 167), because students tend to view their role as error detectors in peer reviews.”

“…Badger & Yu, 2006), enhance critical thinking and reading (Rollinson, 2005; Ting & Qian, 2010), develop audience awareness (Memari Hanjani, 2013; Tsui & Ng, 2000), generate more positive attitudes towards writing (Min, 2005), improve confidence and language skills (Byrd, 2003; Min, 2006), …”

“Tsui and Ng (2000) further explained, “When students are aware of the audiences they are addressing, they will probably take ownership and responsibility for their writing.”

“With peer feedback, students have more autonomy over their own text and make their own decisions to respond, while they σeat teacher feedback more authoritatively (Tsui & Ng, 2000).”

“Previous research on student views of feedback has consistently shown that L2 students used more teacher than peer feedback in their redrafts (Zhang, 1995; Paulus, 1999; Tsui and Ng, 2000; Yang et al., 2006).”

“Como consecuencia, muchas de las ayudas que se proporcionan unos a otros en las actividades de co-evaluación no son realmente incorporadas a los textos (Tsui & Ng, 2000).”

“These results are thus different from those of previous studies (Fei, 2006; Nelson & Carson, 1998; Tsui & Ng, 2000) which found the resistance of students with entrenched teachercentered learning experiences to peer-feedback.”

“Therefore, learners should develop awareness on their writing and have an idea of the strengths and weaknesses of their writing (Tsui & Ng, 2000).”

“…is controversial, the majority of researchers concur that peer feedback is welcomed by learners (Jacobs et al., 1998; Mendonca & Johnson, 1994; Tsui & Ng, 2000) and that peer feedback, in combination with teacher responses, has a more positive influence on ESL/EFL learners than feedback…”

“Several studies report that feedback from teachers is more effective than feedback from peers and is more likely to result in changes or improvements in student work (Connor & Asenavage, 1994; Paulus, 1999; Strijbos, Narciss, & Dunnebir, 2010; Tsui & Ng, 2000; Zhang, 1999).”

“…study, which claimed that peer feedback supports students to become an effective autonomous learner and a more critical thinker; moreover, they can learn about their own strengths and weaknesses from correcting by peers to obtain a better written performance (Nguyen, 2016; Tsui and Ng, 2000).”

“Other studies, however, indicated that EFL students preferred teacher feedback to peer feedback (Nelson & Carson, 1998; Tsui & Ng, 2000; HONG, 2006; Yang, Badger, & YU, 2006; Srichanyachon, 2012).”

“This inability to find errors (Sun, 2017a, 2017b), distrust in the peers’ correction (Tsui & Ng, 2000), and habitual focus on surface-level mistakes (Hanjani, 2016; Khonbi & Sadeghi 2012) threaten reliability and validity of such assessment (Blanche, 1988).”

“…and linguistic benefits of peer response/review groups, few studies have examined the extent to which peer feedback is incorporated into students’ subsequent revisions (Chou, 1999; Connor & Asenavage, 1994; Mendonça & Johnson, 1994; Nelson & Murphy, 1993; Lockhart & Ng, 1993; Tsui & Ng, 2000).”

“This evidence suggests that children may need opportunities to talk about their feedback so that they make good use of it (Tsui and Ng 2000).”

“Tsui and Ng (2000), also suggest that the students who comment”

“Since then, the process-oriented theory has enabled writing scholars and researchers to formulate a set of ‘prescribed’ principles, which have been adopted by most teachers in both L1 and L2 classroom contexts (Keh, 1990; Pennington et al., 1996; Raimes, 1983, 1991; Tsui and Ng, 2000).”

“…demonstrated distinct characteristics: it was found to be geared towards preparing students for public examinations (Davison, 2007; Hamp-Lyons, 2007; Tsui & Ng, 2000), with the product-oriented approach being dominant (Geng et al., 2022; Lo & Hyland, 2007; Ortega, 2009; Yu, Jiang, et al., 2022).”

“Instructor feedback is unanimously acknowledged to be a symbol of expertise and evaluative authority and is therefore highly trusted by students (Tsui and Ng 2000; Yang, Badger, and Yu 2006; Tian and Zhou 2020), while the quality and trustworthiness of peer feedback is significantly less recognized…”

“Tsui and Ng (2000) conducted an experiment investigating the desire for peer correction under the title "Do Secondary L2 Writers Benefit from Peer Comments?".”