A longitudinal exploration of EFL learners' peer feedback literacy development

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2025-10-15 DOI:10.1016/j.stueduc.2025.101522

Fuhui Zhang , Di Li , Yuhuan Emma Zhao , Yifan Zhao

{"title":"A longitudinal exploration of EFL learners' peer feedback literacy development","authors":"Fuhui Zhang , Di Li , Yuhuan Emma Zhao , Yifan Zhao","doi":"10.1016/j.stueduc.2025.101522","DOIUrl":null,"url":null,"abstract":"<div><div>Although peer feedback literacy has been increasingly evidenced as a crucial factor in enhancing learning outcomes, its conceptual dimensions and longitudinal development remain underexplored. Adopting an explanatory sequential mixed-method design, the study identified core dimensions of peer feedback literacy based on 176 questionnaires, examined the development of these dimensions over one semester, and then enriched the examination through thematic analysis of peer feedback, revisions, and semi-structured interviews from six focal students. Triangulated results indicated growth in feedback-related knowledge and abilities, revision efficacy as well as sustainment of appreciation of peer feedback and negotiation agency across both high- and low-proficiency students. Key manifestations included a clearer understanding of writing skills, increased precision in diagnosing writing issues, and greater volume of revision. This study contributes to a refined conceptualization of peer feedback literacy in writing and elucidated its developmental progression. Practical implications for fostering peer feedback literacy have also been discussed.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101522"},"PeriodicalIF":2.6000,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Educational Evaluation","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0191491X25000793","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Although peer feedback literacy has been increasingly evidenced as a crucial factor in enhancing learning outcomes, its conceptual dimensions and longitudinal development remain underexplored. Adopting an explanatory sequential mixed-method design, the study identified core dimensions of peer feedback literacy based on 176 questionnaires, examined the development of these dimensions over one semester, and then enriched the examination through thematic analysis of peer feedback, revisions, and semi-structured interviews from six focal students. Triangulated results indicated growth in feedback-related knowledge and abilities, revision efficacy as well as sustainment of appreciation of peer feedback and negotiation agency across both high- and low-proficiency students. Key manifestations included a clearer understanding of writing skills, increased precision in diagnosing writing issues, and greater volume of revision. This study contributes to a refined conceptualization of peer feedback literacy in writing and elucidated its developmental progression. Practical implications for fostering peer feedback literacy have also been discussed.

查看原文本刊更多论文

英语学习者同伴反馈读写能力发展的纵向研究

尽管同伴反馈素养越来越多地被证明是提高学习成果的关键因素，但其概念维度和纵向发展仍未得到充分探索。本研究采用解释性顺序混合方法设计，在176份问卷的基础上确定了同伴反馈素养的核心维度，考察了这些维度在一个学期内的发展情况，然后通过对同伴反馈的专题分析、修订和对6名重点学生的半结构化访谈来丰富考试内容。三角测量结果显示，高、低水平学生在反馈相关知识和能力、复习效果以及对同伴反馈和谈判代理的欣赏方面均有增长。主要表现包括对写作技巧的更清晰的理解，对写作问题的诊断更加精确，以及更多的修改。本研究有助于对写作同伴反馈素养的概念进行精细化，并阐明其发展过程。还讨论了培养同伴反馈素养的实际意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.