Is Online Peer Feedback a Good Approach to Improve Students’ EFL (English as a Foreign Language) Writing Performance and Motivation?

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Abstract

This study investigates the influence of online peer feedback (OPF) on high school students’ English writing performance and motivation. The experimental group received OPF, while the control group used self-evaluation. Results show that OPF significantly improved overall scores and had heterogeneous effects on different sub-dimensions. However, OPF enhanced students’ extrinsic motivation in writing rather than intrinsic motivation. These findings provide insights into the effectiveness of OPF in improving specific sub-dimensions of English writing among high school students and the mechanisms within this approach.

Authors

• Kexin Zhang, University of Georgia

• Siwei Xu

• Tongmao Li, The University of Florida