Student Engagement With Peer Feedback in L2 Writing: A Multiple Case Study of Chinese Secondary School Students
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Qiuyan Yan
Qiuyan YAN is a professor of applied linguistics at the School of Foreign Languages and Literature, Shandong University. Her research interests include second language reading and writing, foreign language testing and assessment.
Chen TANG is a graduate student at the School of Foreign Languages and Literature, Shandong University. Her research interests focus on second language writing.
Abstract
While the past few decades have witnessed a growing body of research on peer feedback and student engagement, little attention has been paid to student engagement with peer feedback in the secondary school classrooms. Based on multiple qualitative data including semi-structured interviews, stimulated recall, original, revised and final writing drafts as well as peer discussion recordings, this case study investigated how secondary school students engaged with peer feedback in behavior, cognition, and affect from both the feedback giver’s and receiver’s perspectives and what factors may influence their engagement with peer feedback. Data analysis showed that 1) student engagement with both giving and receiving peer feedback demonstrated dynamic and complex interactions among three dimensions; 2) students were engaged with peer feedback in different ways while playing the roles of feedback givers and receivers, showing deep engagement as a giver and superficial engagement as a receiver, and vice versa; 3) factors such as language proficiency, self-efficacy, personality and teachers’ guidance were found to influence student engagement with peer feedback. By shedding light on the multi-dimensional characteristics of students’ engagement from bidirectional perspectives, the study offers suggestions for educational practitioners to improve English learners’ engagement with peer feedback in L2 writing classes.
About the authors
Qiuyan YAN is a professor of applied linguistics at the School of Foreign Languages and Literature, Shandong University. Her research interests include second language reading and writing, foreign language testing and assessment.
Chen TANG is a graduate student at the School of Foreign Languages and Literature, Shandong University. Her research interests focus on second language writing.
Acknowledgments
This paper was supported by Shandong Social Science Planning Fund under the foreign language research project “The effect of reading-writing connection on English majors’ writing performance” (Grant No. 15CWZJ05).
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Articles in the same Issue
- Frontmatter
- Speech Intelligibility
- Does the Functional Load Principle Predict How Important Phonemic Contrasts Are to Intelligibility Among ELF Users? A Partial Replication of Munro and Derwing (2006) From an ELF Perspective
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- Second Language Acquisition
- Dialogic Learner and Identity Changes in the English Majors at a University for Liberal Arts
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- Study of High-Proficiency Chinese EFL Learners’ Strategy Applications in Constructive Feedback
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- An Exploratory Study of Students’ and Teachers’ Perceptions of Language-Literature Integration in Secondary EFL Education
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- Second Language Writing
- Student Engagement With Peer Feedback in L2 Writing: A Multiple Case Study of Chinese Secondary School Students
- Book Review
- Review on Languaging in Language Learning and Teaching: A Collection of Empirical Studies
- Abstracts
- Chinese Abstracts
Articles in the same Issue
- Frontmatter
- Speech Intelligibility
- Does the Functional Load Principle Predict How Important Phonemic Contrasts Are to Intelligibility Among ELF Users? A Partial Replication of Munro and Derwing (2006) From an ELF Perspective
- Comparing the Intelligibility of Different Varieties of English Through Predicting Learners Comprehension: A Phonetic Experimental Approach
- Second Language Acquisition
- Dialogic Learner and Identity Changes in the English Majors at a University for Liberal Arts
- Going for -ing or -en? A Puzzle about Adjectival Participles for Learners of English
- Study of High-Proficiency Chinese EFL Learners’ Strategy Applications in Constructive Feedback
- Language Teaching
- An Exploratory Study of Students’ and Teachers’ Perceptions of Language-Literature Integration in Secondary EFL Education
- An Exploration of Learning Satisfaction and Problems on Synchronous Online Teaching Mode in an English Comprehensive Reading Course During the COVID-19 Epidemic Period
- Second Language Writing
- Student Engagement With Peer Feedback in L2 Writing: A Multiple Case Study of Chinese Secondary School Students
- Book Review
- Review on Languaging in Language Learning and Teaching: A Collection of Empirical Studies
- Abstracts
- Chinese Abstracts
