Effects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation

This study investigated the longer-term impacts (i.e., into the next semester) of trained peer feedback in comparison with teacher feedback on students’ writing development and writing motivation. Sections of an EFL writing course were randomly assigned to either teacher feedback or trained peer fee...

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Autores principales:	Ying Cui, Christian D. Schunn, Xiaosong Gai, Ying Jiang, Zhe Wang
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	teacher feedback peer feedback training writing ability writing motivation Psychology BF1-990
Acceso en línea:	https://doaj.org/article/1c4705040e3e4ec4824c2672a7344637
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spelling	oai:doaj.org-article:1c4705040e3e4ec4824c2672a73446372021-11-30T18:19:36ZEffects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation1664-107810.3389/fpsyg.2021.788474https://doaj.org/article/1c4705040e3e4ec4824c2672a73446372021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.788474/fullhttps://doaj.org/toc/1664-1078This study investigated the longer-term impacts (i.e., into the next semester) of trained peer feedback in comparison with teacher feedback on students’ writing development and writing motivation. Sections of an EFL writing course were randomly assigned to either teacher feedback or trained peer feedback conditions across two semesters. In the first semester, during their writing class, students either received training in how to implement peer feedback or simply studied models of writing (that were also used in the training work). In the second semester, students either received teacher or peer feedback across multiple assignments. Writing competence, writing self-efficacy, and writing self-regulated learning were assessed at the beginning and end of the second semester. Trained peer feedback and teacher feedback had similar positive effects on the improvement of writing competence and writing self-efficacy. However, trained peer feedback led to a significant enhancement of students’ autonomous motivation relative to no such growth from teacher feedback.Ying CuiChristian D. SchunnXiaosong GaiYing JiangZhe WangFrontiers Media S.A.articleteacher feedbackpeer feedbacktrainingwriting abilitywriting motivationPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	teacher feedback peer feedback training writing ability writing motivation Psychology BF1-990
spellingShingle	teacher feedback peer feedback training writing ability writing motivation Psychology BF1-990 Ying Cui Christian D. Schunn Xiaosong Gai Ying Jiang Zhe Wang Effects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation
description	This study investigated the longer-term impacts (i.e., into the next semester) of trained peer feedback in comparison with teacher feedback on students’ writing development and writing motivation. Sections of an EFL writing course were randomly assigned to either teacher feedback or trained peer feedback conditions across two semesters. In the first semester, during their writing class, students either received training in how to implement peer feedback or simply studied models of writing (that were also used in the training work). In the second semester, students either received teacher or peer feedback across multiple assignments. Writing competence, writing self-efficacy, and writing self-regulated learning were assessed at the beginning and end of the second semester. Trained peer feedback and teacher feedback had similar positive effects on the improvement of writing competence and writing self-efficacy. However, trained peer feedback led to a significant enhancement of students’ autonomous motivation relative to no such growth from teacher feedback.
format	article
author	Ying Cui Christian D. Schunn Xiaosong Gai Ying Jiang Zhe Wang
author_facet	Ying Cui Christian D. Schunn Xiaosong Gai Ying Jiang Zhe Wang
author_sort	Ying Cui
title	Effects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation
title_short	Effects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation
title_full	Effects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation
title_fullStr	Effects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation
title_full_unstemmed	Effects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation
title_sort	effects of trained peer vs. teacher feedback on efl students’ writing performance, self-efficacy, and internalization of motivation
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/1c4705040e3e4ec4824c2672a7344637
work_keys_str_mv	AT yingcui effectsoftrainedpeervsteacherfeedbackoneflstudentswritingperformanceselfefficacyandinternalizationofmotivation AT christiandschunn effectsoftrainedpeervsteacherfeedbackoneflstudentswritingperformanceselfefficacyandinternalizationofmotivation AT xiaosonggai effectsoftrainedpeervsteacherfeedbackoneflstudentswritingperformanceselfefficacyandinternalizationofmotivation AT yingjiang effectsoftrainedpeervsteacherfeedbackoneflstudentswritingperformanceselfefficacyandinternalizationofmotivation AT zhewang effectsoftrainedpeervsteacherfeedbackoneflstudentswritingperformanceselfefficacyandinternalizationofmotivation
_version_	1718406365584556032

Effects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation

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