“We learn from each other”: peer review writing practices in English for academic purposes

Peer feedback serves as a catalyst for elevating students' academic writing quality and refining their academic writing skills.

“Prominently, peer feedback serves as a catalyst for elevating students’ academic writing quality and refining their academic writing skills (Kostopoulou and O’Dwyer, 2021; Rodas and Colombo, 2021).”

Peer feedback fosters a deeper understanding of academic writing criteria, promotes self-reflection, and enhances critical and analytical skills.

“by engaging students in the evaluation process, peer feedback fosters a deeper understanding of academic writing criteria, promotes self-reflection, and enhances critical and analytical skills (Boillos, 2024; Davis, 2014; Kostopoulou and O’Dwyer, 2021; Osman et al., 2022)”

Insufficient feedback proficiency and domain-specific knowledge often translate into unproductive and unreliable feedback.

“Insufficient feedback proficiency and domain-specific knowledge often translate into unproductive and unreliable feedback (Ciampa and Wolfe, 2023; Colombo and Rodas, 2021; Kostopoulou and O’Dwyer, 2021; López-Pellisa et al., 2021; Xu and Zhang, 2023).”

The general trend of escalating interest in peer feedback in academic writing can be attributed to heightened emphasis on academic writing in higher education and the growing popularity of peer feedback mechanisms with acknowledged merits.

“This can be attributed to the heightened emphasis accorded to academic writing within higher education (Chakraborty et al., 2021), and the burgeoning popularity of peer feedback mechanisms in academic writing development, along with their acknowledged merits (Boillos, 2024; Kostopoulou and O’Dwyer, 2021; Osman et al., 2022).”

Peer feedback is popular and efficacious in fostering academic writing development.

“This trend underscores the popularity and efficacy of peer feedback in fostering academic writing development (Kostopoulou and O’Dwyer, 2021; Rodas and Colombo, 2021).”

Enhancement of academic writing quality through revision extends to multiple dimensions, including organizational structure, in-text citations, depth and clarity of ideas and content, and linguistic precision.

“research has demonstrated that the enhancement of academic writing quality through revision extends to multiple dimensions of academic writing”

A comparatively scarce body of research has explicitly documented improvement in writing skills as evidenced by students' capacity to produce high-quality academic writing.

“Despite many studies elucidating the favorable influence of peer feedback on the revision process, ultimately fostering the advancement of the current writing quality (e.g., Kostopoulou and O’Dwyer, 2021; Rodas and Colombo, 2021), a comparatively scarce body of research has explicitly documented the improvement in writing skills, as evidenced by students’ demonstrated capacity to produce high-qual”

Factors such as limited experience, inadequate subject knowledge, and constrained metacognitive abilities contribute to the challenge of providing constructive feedback.

“Furthermore, factors such as limited experience (Yucel et al., 2014), inadequate subject knowledge (Kostopoulou and O’Dwyer, 2021), and constrained metacognitive abilities (Nur and Anas, 2022) have also been identified as contributing factors to this challenge.”