A case study of student engagement in peer feedback on L2 Writing: Insights from feedback providers
Keywords:
student engagement, peer feedback provider, L2 writing, EFL Vietnamese learnersAbstract
While student engagement with peer feedback from the recipient’s perspective has gained significant traction in recent L2 writing research, little attention has been given to the provider, who also plays a crucial role in this peer activity. This case study, therefore, explored how EFL students of varying proficiency levels engage with peer feedback affectively, behaviorally, and cognitively from the providers’ perspective in the Vietnamese context. Using a qualitative research method that draws upon data sources including students’ feedback, their reflective journals, and semi-structured interviews, the findings revealed the students’ varying engagement in giving peer feedback. The students were excited about the activity; however, their efforts and time management in providing feedback, the types of feedback they offered, their cognitive operations, and their strategies were inconsistent due to individual and sociocultural factors. Pedagogical implications for fostering and sustaining student engagement while giving feedback on L2 writing are discussed.
References
Barrot, J. S. (2023). Using automated written corrective feedback in the writing classrooms: Effects on L2 writing accuracy. Computer Assisted Language Learning, 36(4), 584-607. https://doi.org/10.1080/09588221.2021.1936071
Bui, G., & Kong, A. (2019). Metacognitive instruction for peer review interaction in L2 writing. Journal of Writing Research, 11(2), 357–392. https://doi.org/10.17239/jowr-2019.11.02.05
Cheng, X., & Zhang, L. J. (2024). Engaging secondary school students with peer feedback in L2 writing classrooms: A mixed-methods study. Studies in Educational Evaluation, 81, 1-12. https://doi.org/10.1016/j.stueduc.2024. 101337
Cheng, X., Liu, Y., & Wang, C. (2023). Understanding student engagement with teacher and peer feedback in L2 writing. System, 119, 1-12. https://doi.org/10.1016/j.system.2023.103176 103176
Do, H. M. (2023a). An analysis of EFL students' writing needs: Considerations for writing task-based course design. Reflections, 30(2), 203-222. https://doi.org/10.61508/refl.v30i2.266643
Do, H. M. (2023b). Does collaborative prewriting discussion always help? L2 Journal, 15(1), 1-7. https://doi.org/10.5070/L215159933
Do, H. M. (2024). E-peer feedback training on L2 writing: A case study of inexperienced learners. JALT CALL Journal, 20(1), 1-22. https://doi.org/10.29140/jaltcall.v20n1.1242
Do, H. M. (2025). Potentials and pitfalls of Google Gemini in writing: Implications for educators. Assessing Writing, 65, 1-7. https://doi.org/10.1016/j.asw.2025
Ellis, R. (2010). Epilogue: A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335-349. https://doi.org/10.1017/S0272263109990544
Fan, Y., & Xu, J. (2020). Exploring student engagement with peer feedback on L2 writing. Journal of Second Language Writing, 50, 1-13. https://doi.org/10.1016/j.jslw.2020 100775
Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31-44. https://doi.org/10.1016/j.jslw.2015.08.002
Ho, M. C., & Savignon, S. J. (2007). Face-to-face and computer-mediated peer review in EFL writing. CALICO Journal, 269-290. https://www.jstor.org/stable/24147912
Hyland, F. (2000). ESL writers and feedback: Giving more autonomy to students. Language Teaching Research, 4(1), 33-54. https://doi.org/10.1177/136216880000400103
Jin, X., Jiang, Q., Xiong, W., Feng, Y., & Zhao, W. (2022). Effects of student engagement in peer feedback on writing performance in higher education. Interactive Learning Environments, 1-16.
Kim, S. (2023). “Sorry, I don’t good English”: Japanese L2 students’ written peer feedback in the face-to-face and anonymous review modes. Journal of Writing Research, 15(2), 199–223. https://doi.org/10.17239/jowr-2023.15.02.02
Liu, J., & Edwards, J. G. H. (2018). Peer response in second language writing classrooms. University of Michigan Press.
Liu, Q., & Wu, S. (2019). Same goal, varying beliefs: How students and teachers see the effectiveness of feedback on second language writing. Journal of Writing Research, 11(2), 299–330. https://doi.org/10.17239/jowr-2019.11.02.03
Ma, M. (2022). Exploring student engagement with computer-mediated peer feedback on L2 writing. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 12(2), 1-19. https://doi.org/10.4018/IJCALLT.305828
Mao, Z., & Lee, I. (2022). Researching L2 student engagement with written feedback: Insights from sociocultural theory. TESOL Quarterly, 56(2), 788-798. https://doi.org/10.1002/tesq.3071
Min, H. T. (2006). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing, 15(2), 118-141. https://doi.org/10.1016/j.jslw.2006.01.003
Min, H. T. (2016). Effect of teacher modeling and feedback on EFL students’ peer review skills in peer review training. Journal of Second Language Writing, 31, 43-57. https://doi.org/10.1016/j.jslw.2016.01.004
Nation, I. S. P., & Macalister, J. (2021). Teaching ESL/EFL reading and writing (2nd ed.). Routledge.
Pham, H. T. P. (2022). Computer-mediated and face-to-face peer feedback: Student feedback and revision in EFL writing. Computer Assisted Language Learning, 1–37. https://doi.org/10.1080/09588221.2020.1868530
Qian, J. & Li, D. (2023). Toward a better understanding of student engagement with peer feedback: A longitudinal study. International Review of Applied Linguistics in Language Teaching. 63(1), 709-734. https://doi.org/10.1515/iral-2023-0108
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Weigle, S. C. (2002). Assessing writing. Cambridge University Press.
Wu, W., Huang, J., Han, C., & Zhang, J. (2022). Evaluating peer feedback as a reliable and valid complementary aid to teacher feedback in EFL writing classrooms: A feedback giver perspective. Studies in Educational Evaluation, 73, 1-15. https://doi.org/10.1016/j.stueduc.2022.101140 101140
Yan, Q., & Tang, C. (2023). Student engagement with peer feedback in L2 writing: A multiple case study of Chinese secondary school students. Chinese Journal of Applied Linguistics, 46(1), 120-139. https://doi.org/10.1515/CJAL-2023-0108
Yu, S. (2019). Learning from giving peer feedback on postgraduate theses: Voices from master’s students in the Macau EFL context. Assessing Writing, 40, 42-52. https://doi.org/10.1016/j.asw.2019.03.004
Yu, S., & Hu, G. (2017). Understanding university students’ peer feedback practices in EFL writing: Insights from a case study. Assessing Writing, 33, 25-35. https://doi.org/10.1016/j.asw.2017.03.004
Yu, S., & Lee, I. (2015). Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective. Language Teaching Research, 19(5), 572-593. https://doi.org/10.1177/1362168814541714
Yu, S., & Lee, I. (2016). Peer feedback in second language writing (2005–2014). Language Teaching, 49(4), 461-493. https://doi.org/10.1017/S0261444816000161
Yu, S., & Lee, I. (2016). Understanding the role of learners with low English language proficiency in peer feedback of second language writing. TESOL Quarterly, 50(2), 483-494. https://www.jstor.org/stable/43893831
Yu, S., Zhang, Y., Yao, Z., Yuan, K., & Zhang, L. (2019). Understanding student engagement with peer feedback on master’s theses: A Macau study. Assessment and Evaluation in Higher Education, 44(1), 50–65. https://doi.org/10.1080/02602938.2018.1467879.
Yuan, J., Kim, C. (2018). The effects of autonomy support on student engagement in peer assessment. Education Technology Research and Development, 66, 25–52. https://doi.org/10.1007/s11423-017-9538-x
Zhang, F., Schunn, C., Chen, S., Li, W., & Li, R. (2023). EFL student engagement with giving peer feedback in academic writing: A longitudinal study. Journal of English for Academic Purposes, 64, 1-14. https://doi.org/10.1016/j.jeap.2023 101255
Zhang, Z. V., & Hyland, K. (2023). Student engagement with peer feedback in L2 writing: Insights from reflective journaling and revising practices. Assessing Writing, 58, 1-13. https://doi.org/10.1016/j.asw.2023.100784 100784
Published
Issue
Section
License
Copyright (c) 2026 Hieu Manh Do
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
