Depending on the nature of comments made during peer review of academic writing, students may be able to evaluate and revise their performance. Therefore, it is essential to explore how the content of comments affects student writing. Since peer review is a process of interaction, it is critical to understand how comments affect student academic…

Few studies have explored the difficulties that undergraduates encounter in peer assessment from the dual perspectives of feedback givers and receivers and framed them in terms of specific needs for student feedback literacy development. To address this research gap, this study explored the obstacles that Hong Kong university students experienced…

In this study, we explore the effects of self-reported or suspected generative artificial intelligence (GenAI) use in essay writing on peer assessment and revision patterns among a group of early student adopters. The data were collected from a higher education course, where students engaged in a group peer assessment activity, and analysed using…

The importance of revision has been recognised by numerous scholars of the teaching and learning of writing (Abad & Rodríguez-Gonzalo, 2023; Bereiter & Scardamalia, 1987; Camps, 2020; Horning & Becker, 2006), especially if it is understood as a recursive and transversal phase that affects all levels of language (Álvarez Angulo, 2011;…

Reviewers are humans and might be affected by cognitive biases when information overload comes into play. In fact, no amount of scientific training will completely mask the human impulses to partisanship. And the consequence is that authors may receive incorrect editorial decisions in their submissions to peer-reviewed journals. For instance, the…

As a vital learning activity in second language (L2) writing classrooms, peer feedback plays a crucial role in improving students' writing skills. However, student reviewers face challenges in providing impactful feedback on peers' essays. Low-quality peer reviews emerge as a persistent problem, adversely affecting the learning effect of peer…

Self-assessment is believed to complement peer assessment in the classroom. However, whether, how and why this is done remains unclear. This study, by investigating the combined use of self and peer assessment for an academic writing task among a group of undergraduate students in Hong Kong, aims to shed light on how self-assessment complements…

The writing-to-learn (WTL) literature is varied in how assignments are structured and implemented in the classroom, making it difficult for instructors to identify how to incorporate writing effectively. Drawing on the WTL literature, the MWrite program was established to work with STEM faculty to design, implement, and assess evidence-based WTL…

Peer feedback has been widely used in English as a foreign language (EFL) writing classes, but its effect is highly variable and its quality and validity are often questioned by students as well as teachers. This research aims to explore the effects of teacher intervention on student use of different types of peer feedback and on their…

Students often resist revising their writing, and the final copies often look much the same as the first draft. Additionally, the high school environment often quells student revision. Many teachers lack writing training, and therefore struggle to give direction to students. However, as the author of this article discovered, incorporating and…

In peer feedback literature, little is known about the patterns of success for peer feedback activities in online learning environments. This study aims to explore the peer feedback patterns of successful, less successful, and unsuccessful higher education students for argumentative essay writing. In this exploratory study, 330 higher education…

Dialogic peer feedback has been recommended and increasingly used in English as a foreign language writing context, yet the specific effects of peer-to-peer written dialogue about feedback remain under-researched. Using a quasi-experimental design, this empirical study investigated the effects of the presence/absence of written dialogue between…

In this study, a micro-level approach was used to investigate how college students in an academic writing course interact with peer and instructor feedback at "different stages" of the writing process. Participants were 146 first-year students at a Singaporean university. A survey and focus group interviews concerning students'…

Students' argumentation performance can be influenced by their epistemic beliefs, however, in the context of argumentative essay writing and argumentative peer feedback in online setting this has not been clearly investigated. This study explores relationship between students' epistemic beliefs and argumentation performance regarding essay writing…

COVID-19 has created challenges and opportunities across higher education, with flow-on effects for teaching, research, and publishing. Using an archival case study approach, we analyzed 543 Journal of Geoscience Education submissions from 2018 to 2020 to determine potential impacts of the pandemic on our authors and reviewers. Trends in…