Effects of Prior Knowledge and Peer Assessment on the Quality of English as a Foreign Language Poetry Writing

Abstract

Poetry, being a distinct literary art form, fosters meaningful literacy, but few studies focus on enhancing its writing quality. Using a 2 × 2 between-subject design, this study explored the effects of prior knowledge and peer assessment on the quality of English as a foreign language poetry writing. A total of 81 English majors participated in a 7-week online poetry writing task, generating 567 poems on seven themes. Literary experts evaluated the poems across seven aspects. Results revealed that peer assessment enhanced general writing quality, specifically for participants with high prior knowledge. Prior knowledge negatively influenced personal voice and organization, with the low prior knowledge group showing a stronger focus on personal expressions and the flow of the poem. Peer assessment positively influenced the use of poetry schemes, with the assessed group demonstrating better utilization compared to the non-assessed group. The findings guide teaching poetic knowledge, encourage communication among students, and ultimately improve the quality of L2 poetry writing.