Knowing me, knowing you: A comparative study on the effects of anonymous and conference peer feedback on the writing of learners of English as an additional language

Collaborative peer feedback in L2 writing: Affective, behavioral, cognitive, and social engagement

“…In the present research, we did not identify any positive comments by the 8 pairs. According to previous findings, negative feedback can elicit more critical and constructive feedback and result in a higher uptake rate (van den Bos and Tan, 2019;Zaccaron and Xhafaj, 2020). Therefore, we call for more research into this relatively infant area and more attention to this type of peer feedback as a useful technique in the L2 writing classroom.…”

“…They were given 30 min to carry out the feedback task. The students were not forced to use English to interact with each other, because the feedback task aimed to encourage complex metalanguage which can lead to more and richer feedback ( Zaccaron and Xhafaj, 2020 ). The peer interaction data were transcribed and coded in the following weeks.…”

“…In the present study, we have the reviewers work collaboratively to give feedback to an anonymous written text by their peer. When comparing the effects of anonymous and identifiable peer feedback on L2 learners’ writing, Zaccaron and Xhafaj (2020) have shown that learners feel more comfortable when giving anonymous peer feedback, because it diminishes their fear of giving too many corrections which may also contain erroneous feedback. On the other hand, although identifiable peer feedback help clarify outstanding feedback issues, it arouses some hostility between authors and reviewers and also among reviewers.…”

Teacher and Peer Feedback on English as an Additional Language Writing: The Role of Social Representations

“…We were collecting data for a previous study on peer feedback (Zaccaron & Xhafaj, 2020) when a few students did not meet the deadline for handing in their texts; consequently, their essays could not be analysed by a peer and considered for that study. Nonetheless, the first author, their English teacher, decided to provide feedback to those students but forgot to mention that the feedback was not from a peer.…”

“…Several studies have investigated different formats, timing, and the emotions involved in both teacher and peer feedback (Chang, 2016;Cui et al, 2021;Mahfoodh, 2017;Salih, 2013;Wu & Schunn, 2020;Zaccaron & Xhafaj, 2020;Zheng & Yu, 2018), while a few studies have looked at the influence of social representations of teachers (Castro, 2004) and classmates in the learning process. However, in the English as an additional language (EAL) field, there is a lack of research on the intersection between these two areas.…”