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Peer feedback in second language writing (2005–2014)

Published online by Cambridge University Press:  23 September 2016

Shulin Yu  and
Icy Lee
Shulin Yu
Affiliation:
University of Macau, Macau SAR, Chinashulinyu@umac.mo
Icy Lee
Affiliation:
The Chinese University of Hong Kong, Hong Kong SAR, Chinaicylee@cuhk.edu.hk
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Abstract

This article reviews research on peer feedback in second language (L2) writing published in the last decade (i.e. 2005–2014). We analyse first the theoretical underpinnings that have informed both peer feedback research and the pedagogical use of peer feedback in L2 writing instruction. We also provide a critical interpretation of existing peer feedback research and discuss seven important themes emerging from the literature, that is, (1) effectiveness of peer feedback compared with teacher and self-feedback; (2) benefits of peer feedback for feedback-givers; (3) computer-mediated peer feedback; (4) peer feedback training; (5) student stances and motives; (6) peer interaction and group dynamics; and (7) cultural issues in peer feedback. Next, we examine the contextual and methodological issues in peer feedback research and then conclude the article with implications for future research.

Type
State-of-the-Art Article
Information
Language Teaching , Volume 49 , Issue 4 , October 2016 , pp. 461 - 493
Copyright
Copyright © Cambridge University Press 2016 

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