Learners’ perceived advantages and social-affective dispositions toward online peer feedback in academic writing
Open accessAbstract
Peer feedback is widely acknowledged for its advantages and benefits in improving students' learning in writing classes. Although the integration of online platforms has been found to impact peer feedback, research on second language learners' perceived advantages of social affective disposition to using multiple platforms for delivering peer feedback is limited. To address the aforementioned research gap, we conducted this 12-week action research to explore how 12 doctoral students at a university in Macau perceived their experience of using multiple online feedbacks in an academic writing course. To integrate the various advantages of different online platforms, we adopted three tools including Moodle, Rain Classroom, and WeChat for the delivery of peer feedback. The results demonstrated learners' perceived advantages and disadvantages of online peer feedback and how the different online peer feedback can be combined to magnify their benefits for academic writing. It also revealed that the use of emojis, memes, and one-to-one conversation window on WeChat can foster students' positive emotions. However, the ubiquitous connection by WeChat Moments increased their emotional load and undermined peer trust.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Zhang et al. (2022) reveal that "face"-threatening dilemmas in the Chinese context cultivate a tendency to preserve interpersonal harmony, undermining trust and negatively impacting willingness to provide constructive feedback.
“For instance, Zhang et al. (2022) reveal that the “face”-threatening dilemmas in the Chinese context cultivate a tendency among students to preserve interpersonal harmony, which often entails an aversion to losing face for their peers. Consequently, it undermines trust among peers and negatively impacts students’ willingness to provide constructive feedback, thereby hindering the overall effect”
From Incorporating peer feedback in academic writing: a systematic review of benefits and challenges (2024) · cites this paper as Zhang et al., 2022
The Results section on one-to-one conversations reports that public criticism made doctoral students feel they had lost face, while private feedback reduced that distress. The Results section on WeChat Moments separately links pressure to maintain peer relationships with reduced trust and a worse mood about giving feedback. The paper does not establish the claimed chain in which face-threatening dilemmas cause harmony-seeking, which then undermines trust and willingness to give constructive feedback. (LLM, conf=0.87)
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
Qualitative Inquiry and Research Design: Choosing Among Five Approaches
Lewis, S. (2015) · Health Promotion Practice · doi:10.1177/1524839915580941 · Cited by 22,105 · see citing works
(2017) · Cited by 9,643 · see citing works
The Action Research Planner: Doing Critical Participatory Action Research
Kemmis, S., McTaggart, R., & Nixon, R. (2014) · doi:10.1007/978-981-4560-67-2 · Cited by 4,207 · see citing works
Analyzing Qualitative Data: Systematic Approaches
Bernard, H. R., & Ryan, G. W. (2009) · Cited by 2,373 · see citing works
Drawing Valid Meaning from Qualitative Data: Toward a Shared Craft
Miles, M. B., & Huberman, A. M. (1984) · Educational Researcher · doi:10.3102/0013189x013005020 · Cited by 1,173 · see citing works
Peer feedback: the learning element of peer assessment
Liu, N.-F., & Carless, D. (2006) · Teaching in Higher Education · doi:10.1080/13562510600680582 · Cited by 1,034 · see citing works
Modeling and remodeling writing
Hayes, J. R. (2012) · Written Communication · doi:10.1177/0741088312451260 · Cited by 893 · see citing works
Topping, K. J. (2009) · Theory Into Practice · doi:10.1080/00405840802577569 · Cited by 785 · cited 4× · see citing works
“Online peer feedback as a writing pedagogy Peer feedback (PF), also referred to as “peer assessment,” “peer evaluation,” “peer review,” and “peer comments,” was a critical pedagogy making students aware of the strengths and weaknesses of their performance in their peers’ views (Topping and Ehly, 1998; Topping, 2009).”
BackgroundInfluentialTechnology and the future of language teaching
Kessler, G. (2018) · Foreign Language Annals · doi:10.1111/flan.12318 · Cited by 529 · see citing works
Topping, K., & Ehly, S. (1998) · Routledge eBooks · doi:10.4324/9781410603678 · Cited by 504 · see citing works
Feedback in Second Language Writing
(2019) · Cambridge University Press eBooks · doi:10.1017/9781108635547 · Cited by 485 · see citing works
The feedback triangle and the enhancement of dialogic feedback processes
Yang, M., & Carless, D. (2013) · Teaching in Higher Education · doi:10.1080/13562517.2012.719154 · Cited by 414 · cited 3× · see citing works
“Taking the social-affective view on feedback (Yang and Carless, 2013), we would primarily target the social-affective aspects of PF process concerning L2 learners’ social roles and peer interactions.”
BackgroundMethodInfluentialReexamining the affective advantage of peer feedback in the ESL writing class
Zhang, S. (1995) · Journal of Second Language Writing · doi:10.1016/1060-3743(95)90010-1 · Cited by 405 · see citing works
Interaction and instructed second language acquisition
Loewen, S., & Sato, M. (2018) · Language Teaching · doi:10.1017/s0261444818000125 · Cited by 377 · cited 1× · see citing works
“Previous studies have shown the beneficial role of PF in improving L2 learners’ writing efficacy (Loewen and Sato, 2018; Lee and Evans, 2019) and sustaining their learning interests (Lin and Chien, 2009; Yu and Lee, 2014, 2016).”
ResultThe effect and affect of peer review in electronic versus traditional modes on L2 writing
Liu, J., & Sadler, R. W. (2003) · Journal of English for Academic Purposes · doi:10.1016/s1475-1585(03)00025-0 · Cited by 318 · see citing works
Consequences of Positive and Negative Feedback: The Impact on Emotions and Extra‐Role Behaviors
Belschak, F. D., & Den Hartog, D. N. (2009) · Applied Psychology · doi:10.1111/j.1464-0597.2008.00336.x · Cited by 307 · see citing works
Peer Feedback in Second Language Writing
Yu, S., & Lee, I. (2016) · Language Teaching · doi:10.1017/s0261444816000161 · Cited by 294 · see citing works
ESL students’ experiences of online peer feedback
Guardado, M., & Shi, L. (2007) · Computers & composition/Computers and composition · doi:10.1016/j.compcom.2007.03.002 · Cited by 229 · see citing works
Dialogue within peer feedback processes: clarification and negotiation of meaning
Zhu, Q., & Carless, D. (2018) · Higher Education Research & Development · doi:10.1080/07294360.2018.1446417 · Cited by 214 · see citing works
Technology-supported peer feedback in ESL/EFL writing classes: a research synthesis
Chen, T. (2014) · Computer Assisted Language Learning · doi:10.1080/09588221.2014.960942 · Cited by 195 · see citing works
Mei, B., Brown, G. T. L., & Teo, T. (2018) · Journal of Educational Computing Research · doi:10.1177/0735633117700144 · Cited by 168 · see citing works
Faculty Perspectives on Moving from Blackboard to the Moodle Learning Management System
Beatty, B., & Ulasewicz, C. (2006) · TechTrends · doi:10.1007/s11528-006-0036-y · Cited by 145 · see citing works
Face-to-face and Computer-mediated Peer Review in EFL Writing
Ho, M.-C., & Savignon, S. J. (2007) · CALICO Journal · doi:10.1558/cj.v24i2.269-290 · Cited by 140 · see citing works
Elliott, J. M. (1976) · Interchange · doi:10.1007/bf02142209 · Cited by 128 · see citing works
Investigating mobile-assisted oral feedback in teaching Chinese as a second language
Xu, Q., & Peng, H. (2017) · Computer Assisted Language Learning · doi:10.1080/09588221.2017.1297836 · Cited by 124 · see citing works
Lin, G.-Y. (2018) · Computers & Education · doi:10.1016/j.compedu.2017.08.010 · Cited by 111 · cited 6× · see citing works
“Most previous research primarily identified the advantage of easy connection and message transmission between teachers and students on social media (e.g., Petrovic et al., 2014; Demirbilek, 2015; Xu and Peng, 2017; Lin, 2018).”
BackgroundMethodInfluentialThe role of relationships and emotions in student perceptions of learning and assessment
Crossman, J. (2007) · Higher Education Research & Development · doi:10.1080/07294360701494328 · Cited by 110 · see citing works
Yu, S., & Hu, G. (2016) · Teaching in Higher Education · doi:10.1080/13562517.2016.1221806 · Cited by 107 · see citing works
Effects of Peer E-Feedback on Turkish EFL Students' Writing Performance
Çiftçi, H., & Koçoğlu, Z. (2012) · Journal of Educational Computing Research · doi:10.2190/ec.46.1.c · Cited by 107 · see citing works
Student Perceptions and Use of Technology-Mediated Text and Screencast Feedback in ESL Writing
Cunningham, K. J. (2019) · Computers & composition/Computers and composition · doi:10.1016/j.compcom.2019.02.003 · Cited by 102 · see citing works
An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing
Yu, S., & Lee, I. (2014) · System · doi:10.1016/j.system.2014.08.007 · Cited by 100 · see citing works
Mobile technology affordance and its social implications: A case of “Rain Classroom”
Li, X., & Song, S. (2017) · British Journal of Educational Technology · doi:10.1111/bjet.12586 · Cited by 93 · see citing works
Peer Review via Three Modes in an EFL Writing Course
Chang, C.-F. (2012) · Computers & composition/Computers and composition · doi:10.1016/j.compcom.2012.01.001 · Cited by 91 · see citing works
LEE, M., & Evans, M. (2019) · Modern Language Journal · doi:10.1111/modl.12598 · Cited by 89 · see citing works
Grudges and gratitude: the social-affective impacts of peer assessment
Zhou, J., Zheng, Y., & Tai, J. (2019) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2019.1643449 · Cited by 88 · see citing works
Zhang, H., Song, W., Shen, S., & Huang, R. (2014) · Australasian Journal of Educational Technology · doi:10.14742/ajet.860 · Cited by 79 · see citing works
Using peer computer-mediated corrective feedback to support EFL learners' writing
AbuSeileek, A. F., & Abu-Al-Sha'r, A. M. (2014) · Language learning & technology · doi:10.64152/10125/44355 · Cited by 73 · see citing works
Cheng, K.-H., & Hou, H.-T. (2015) · Technology Pedagogy and Education · doi:10.1080/1475939x.2013.822416 · Cited by 65 · see citing works
Demirbilek, M. (2015) · Active Learning in Higher Education · doi:10.1177/1469787415589530 · Cited by 59 · see citing works
Nguyen, T. T. D. T., Garncarz, T., Ng, F., Dabbish, L., & Dow, S. P. (2017) · ACM Conference on Computer Supported Cooperative Work (CSCW) · doi:10.1145/2998181.2998319 · Cited by 51 · see citing works
An Investigation into Effectiveness of Peer Feedback
Lin, G. H. C., & Chien, P. S. C. (2009) · Cited by 51 · see citing works
Moodle quizzes and their usability for formative assessment of academic writing
Fernando, W. (2020) · Assessing Writing · doi:10.1016/j.asw.2020.100485 · Cited by 44 · see citing works
Rassaei, E. (2019) · System · doi:10.1016/j.system.2019.03.004 · Cited by 43 · cited 2× · see citing works
“Computer-mediated PF has developed from text based trackchanges with MS Word (Liu and Sadler, 2003; AbuSeileek and Abualsha’r, 2014), audio and video-based (Rassaei, 2019), screencast (Cunningham, 2019), LMS such as Moodle or Blackboard (Fernando, 2020), to the incorporation of online social media with synchronous cha…”
BackgroundLiu, F., Du, J., Zhou, D. Q., & Huang, B. (2020) · Assessing Writing · doi:10.1016/j.asw.2020.100482 · Cited by 41 · see citing works
Self-citationA SPOC Teaching Mode of College English Translation Based on "Rain Classroom"
Sun, H. (2019) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v14i17.11206 · Cited by 39 · see citing works
Facebook Versus Moodle in Practice
Petrović, N., Jeremić, V., Ćirović, M. D., Radojicic, Z. A., & Milenković, N. (2014) · American Journal of Distance Education · doi:10.1080/08923647.2014.896581 · Cited by 37 · see citing works
Acceptance and effectiveness of Rain Classroom in linguistics classes
Yu, Z., & Yi, H. (2020) · International Journal of Mobile and Blended Learning · doi:10.4018/ijmbl.2020040105 · Cited by 33 · see citing works
Guided Peer Feedback on Academic Writing Tasks using Facebook Notes: An Exploratory Study
Yusof, J., Manan, N. A. A., & Alias, A. A. (2012) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2012.11.324 · Cited by 29 · see citing works
Nordström, A., Fjellman‐Wiklund, A., & Grysell, T. (2011) · BMC Medical Education · doi:10.1186/1472-6920-11-74 · Cited by 23 · see citing works
Peer Feedback on Second Language Writing through Blogs
Nguyen, P. T. T. (2012) · International Journal of Computer-Assisted Language Learning and Teaching · doi:10.4018/ijcallt.2012010102 · Cited by 17 · see citing works
Enhancing peer feedback practices through screencasts in blended academic writing courses
Irwin, B. (2019) · The JALT CALL Journal · doi:10.29140/jaltcall.v15n1.158 · Cited by 17 · see citing works
Using and Perceiving Emoji in Design Peer Feedback
Sun, N., Lavoué, É., Aritajati, C., Tabard, A., & Rosson, M. B. (2019) · HAL · Cited by 12 · see citing works
The Nature of Feedback: Investigating How Different Types of Feedback Affect Writing Performance
Nelson, M. M. W., & Schunn, C. D. (2007) · eScholarship (California Digital Library) · Cited by 7 · see citing works
Developing Arabic writing skills: peer feedback in online forum facility on moodle
Hamid, M. A. A. A., Daud, N. M., & Daud, N. M. (2014) · Cited by 4 · see citing works
Instagram-Assisted Learning of Collocations and Colligations: The Case of EFL Learners
Nushi, M., & Dayani, A. (2022) · Education & Self Development · doi:10.26907/esd.17.1.05 · Cited by 2 · see citing works
A Study on the Mode of Peer Revision in English Writing Based on WeChat Platform
Ma, R. (2018) · International Conference on Education, Sports, Arts and Management Engineering (ICESAME) · doi:10.2991/icesame-18.2018.29 · Cited by 1 · see citing works
Flagged first, then by citations
Research works printed but not linked: 1
- Cheng P. C. (2009). Integrating online peer reviews into a college writing class in Taiwan. Ph.D. dissertation. Bloomington: Indiana University.
Cited by
Sorted by citations
Peer Assessment in Writing Instruction
Yu, S. (2024) · Cambridge University Press eBooks · doi:10.1017/9781009429979 · Cited by 23 · see citing works
Incorporating peer feedback in academic writing: a systematic review of benefits and challenges
Wei, Y., & Liu, D. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1506725 · Cited by 26 · see citing works
Peungcharoenkun, T., & Waluyo, B. (2024) · Asian-Pacific Journal of Second and Foreign Language Education · doi:10.1186/s40862-024-00286-w · Cited by 19 · see citing works
A Bibliometric Analysis of Peer Assessment in Online Language Courses
Yu-peng, L., & Yu, Z. (2023) · Languages · doi:10.3390/languages8010047 · Cited by 23 · see citing works
Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry
İrgin, P., & Bilki, Z. (2024) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2024.101403 · Cited by 13 · see citing works
Waluyo, B., & Panmei, B. (2024) · Journal of Technology and Science Education · doi:10.3926/jotse.2305 · Cited by 9 · see citing works
The impact of peer assessment design on interpersonal processes: A systematic review
Senden, M., & Coertjens, L. (2024) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2024.101405 · Cited by 12 · see citing works
The challenges and strategies of Chinese postgraduate students in academic writing
Wen, C., Chen, M., & Yan, F. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2488544 · Cited by 6 · see citing works
ChatGPT as a Game-Changer for Embedding Emojis in Faculty Feedback
Kupershtein, E., Kumar, Y., Manikandan, A., Morreale, P. A., & Li, J. J. (2023) · Congress in Computer Science, Computer Engineering, and Applied Computing (CSCE) · doi:10.1109/csce60160.2023.00173 · Cited by 5 · see citing works
The effect of web-based peer feedback on students’ writing achievement
Acarol, K. (2024) · Journal of Educational Technology and Online Learning · doi:10.31681/jetol.1314382 · Cited by 3 · see citing works
Dağdeler, K. O. (2025) · SAGE Open · doi:10.1177/21582440251355772 · Cited by 2 · see citing works
Writing Feedback from a Research Perspective
Raitskaya, L., & Тихонова, Е. В. (2022) · Journal of language and Education · doi:10.17323/jle.2022.16377 · Cited by 1 · see citing works
Advanced Writing Courses through Online Learning: Thai EFL Learners’ Perception
Kirana, S. N., & Gupta, Y. (2023) · Journal of English and Education · doi:10.20885/jee.v9i1.28001 · Cited by 1 · see citing works
Positive Institutions in Second Language Learning: Using a Social Environment Lens
Padilla, A. M., & Chen, X. (2025) · Springer eBooks · doi:10.1007/978-3-031-95136-7_5 · Cited by 1 · see citing works
Mwangi, E. G., Imonje, R. K., & Kalai, J. M. (2023) · doi:10.7176/jep/14-5-03
Karisma, K. (2025) · Indonesian Teaching English to Speakers of Other Languages Journal · doi:10.30587/inatesol.v2i2.10990
Arthi, M. P., & Gandhimathi, S. N. S. (2025) · Journal of English Language Teaching · doi:10.66121/y491ke22
Zhang, E., Zhang, Z., Li, X., Li, J., & Liu, H. (2026) · Journal of Computer Assisted Learning · doi:10.1002/jcal.70288
Xu, Q., Zain, N. M., Sulaiman, N. A. S., & Embong, H. (2026) · BMC Nursing · doi:10.1186/s12912-026-05022-y
Rethinking virtual feedback in working environments: a systematic literature review
Koloch, L., Goldmann, P., Schäfer, B., & Ringlstetter, M. J. (2026) · Personnel Review · doi:10.1108/pr-01-2024-0077
He, H., Said, N., & Peter, J. (2026) · Learning, Culture and Social Interaction · doi:10.1016/j.lcsi.2026.101028
- Authors
- Zhang, M., He, Q., Du, J., Liu, F., & Huang, B.
- Affiliations
- Sichuan International Studies University (CN)
- University of Macau (MO)
- Shanxi University (CN)
- Corresponding author
- He, Qiaoling
- Venue
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Published
- 2022-09-20
- Volume
- 13
- Pages
- 973478-973478
- ISSN
- 1664-1078 (ISSN-L)
- PMC
- PMC9531959
- OpenAlex
- W4296396601
- Cited by
- 21
- References
- 56
- Citations by year
- 2026: 3 · 2025: 5 · 2024: 7 · 2023: 5 · 2022: 1
- FWCI
- 9.71
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Frontiers in Psychology (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Keywords
- online peer feedback, academic writing, second language learners, learner perceptions, WeChat, Moodle, Rain Classroom, peer trust, emotional burden, doctoral students, online writing instruction
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
