Learning by reviewing.
Abstract
Peer review of writing provides an alternative to the traditional approach of practicing writing with feedback from an instructor. Most of the limited research on peer review has examined the general effects or focused on the effects of receiving feedback from peers. The current study focused on the effects of giving feedback, that is, on whether students learn to write better by reviewing peer writing. Sixty-one undergraduate students were randomly assigned to reviewing, reading, or no-treatment control conditions. Reviewers rated and commented on papers written by peers. Readers read the same papers without commenting. All students then wrote a paper in the same genre but on a different topic. Students in the reviewing condition significantly outperformed those in both other conditions on the quality of the report. Follow-up analysis indicated that comments coded as problem detection and solution suggestion were positively correlated with writing outcomes for students in the reviewing condition. This research provides support for the use of peer review of writing as a learning activity
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The very act of providing peer feedback can be beneficial.
“The very act of providing peer feedback can be beneficial as well (Lundstrom and Baker 2009; Cho and MacArthur 2011; Cho and Cho 2011; Lee 2015)”
From The impact of formative peer feedback on higher education students' academic writing: a Meta-Analysis (2019) · cites this paper as Cho and MacArthur 2011
Peer feedback compared to no feedback showed a large composite effect size of 0.91 (95% CI 0.41 to 1.42) based on two studies (Cho and MacArthur 2011; Tsai and Chuang 2013).
“Regarding the effects of peer feedback compared to no feedback, the only two studies including such a comparison (Cho and MacArthur 2011; Tsai and Chuang 2013) showed a large composite effect (0.91 [0.41, 1.42])”
From The impact of formative peer feedback on higher education students' academic writing: a Meta-Analysis (2019) · cites this paper as Cho and MacArthur 2011
For the Cho & MacArthur (2011) study, it was necessary to randomly exclude one of two control conditions because including both comparisons would weigh the study twice.
“For the Cho & MacArthur (2011) study specifically, it was necessary to (randomly) exclude one of two ' control ' conditions; a peer feedback condition was compared to a ' reading only ' and a ' no-feedback ' condition, and as such would weigh in twice if both comparisons were included.”
From The impact of formative peer feedback on higher education students' academic writing: a Meta-Analysis (2019) · cites this paper as Cho & MacArthur 2011
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- Authors
- Cho, K., & MacArthur, C.
- Affiliations
- Sungkyunkwan University (KR)
- University of Delaware (US)
- Venue
- Journal of Educational Psychology
- Published
- 2011-02
- Volume
- 103
- Issue
- 1
- Pages
- 73-84
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2017256950
- Cited by
- 246
- References
- 57
- Citations by year
- 2026: 13 · 2025: 14 · 2024: 23 · 2023: 19 · 2022: 23 · 2021: 29 · 2020: 18 · 2019: 28 · 2018: 12 · 2017: 15 · 2016: 18 · 2015: 6 · 2014: 13 · 2013: 7 · 2012: 6
- FWCI
- 41.56
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Funders
- Korean Ministry of Education, Science and Technology (R31-2008-000-10062-0)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Writing and Handwriting Education
- Keywords
- peer feedback, writing instruction, learning to write, problem identification, undergraduate students, writing quality
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