We cannot imagine an EFL/ESL learning setting without the three types of feedback though as you said this topic is so traditional, however points of newness are related to learners, learning contents,learning environment and hence feedback is very essential to language learning.

I would say that all types of feedback are important; I personally prefer peer feedback and teacher’s feedback to self-feedback. As to peer feedback, I combine it with group teaching — I divide students into several groups and let them write the assigned task. Then, they swap their papers and give each other feedback. It is quite motivating for them.

To me self feed-back will be useful to do before having peers or teachers to give their evaluation on one's piece of writing. But those kinds of feed-back are necessary.

Peer response to writing has always been an intriguing topic in the L2 writing research context. The efficacy of peer feedback or review depends on many variables peculiar to the learning context itself. An important aspect that needs to be taken into consideration here is the cultural background of learners. Thus, views on preferences may vary accordingly.

In my experience, some L2 writers are not convinced that their fellow-students have the expertise to give accurate feedback. They would rather have feedback from the most authoritative source available. They also have concerns about fellow-students thinking poorly of them for poor use of the L2.

I think there is merit in peer-feedback, but only when coupled with thorough teacher feedback.

I conducted a literature review about peer feedback in ESL writing classrooms but in relation to using internet - based platforms to do it. Findings from reviewing 47 studies proved that peer feedback can be more important than a feedback from a busy teacher. However, some studies I also reviewed, revealed that many ESL learners lack the basic skills of a language and thus lack the ability to assess their peers' work and for this reason ESL teachers believe peer feedback is a waste of time and they don't use it in their classroom.

Z. Zainurrahman,

You have listed self-feedback, teacher feedback, and student feedback. I would suggest you add automated writing evaluation (AWE) feedback. In AWE, students work with intelligent computer-assisted language learning (iCALL) writing Software/App to tweak their writings. Examples of iCALL AWE tools include Chegg’s WriteLab, Turnitin’s Revision Assistant, Pearson’s WriteToLearn™, ETS’ Criterion®, and Vantage Learning’s MyAccess!

Besides receiving scores on their writings in AWE, students get feedback on language, content and style. Accordingly, they revise and fine-tune their writing pieces, as needed. Empirically, recent research has revealed that AWE feedback helps students increase their revisions and improve their accuracy on final drafts, thus ameliorating the quality of their writing.

Is peer-feedback more preferred?

It depends on the ESL/EFL context, teachers’ approach in writing instruction, and students’ acceptance. Some students might prefer teacher-student feedback since they trust their teachers and might suspect the corrections provided by their peers or computer. However, other students might go for peer feedback since they feel motivated by competition/anxiety suppression. Others may prefer AWE feedback because it is immediate and ubiquitous.

To explore more about AWE feedback, you can check out the following references.

• Li, J., Link, S., & Hegelheimer, V. (2015). Rethinking the role of automated writing evaluation (AWE) feedback in ESL writing instruction. Journal of Second Language Writing, 27, 1–18. https://doi.org/10.1016/j.jslw.2014.10.004
• Petchprasert, A. (2021). Utilizing an automated tool analysis to evaluate EFL students’ writing performances. Asian-Pacific Journal of Second and Foreign Language Education, 6(1), 1. https://doi.org/10.1186/s40862-020-00107-w
• Ullmann, T. D. (2019). Automated analysis of reflection in writing: Validating machine learning approaches. International Journal of Artificial Intelligence in Education, 29, 217–257. https://doi.org/10.1007/s40593-019-00174-2
• Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English language arts classrooms: effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94–109. https://doi.org/10.1016/j.compedu.2016.05.004
• Zamin, A. A. M. (2021). The use of automated writing evaluation (AWE) in developing language proficiency: A study from the learners’ perspective. Malaysian Journal of ELT Research, 17(2), 87-102. http://journals.melta.org.my/index.php/majer/article/view/772

Good luck,

Andrea Rakushin Lee

Thanks for sharing insights regarding your feedback approach. I’ll be glad to read the outcomes of your experimentation with AWE.

Good luck,

This paper can be informative with regard to your question:

https://www.sid.ir/en/Journal/ViewPaper.aspx?ID=23499

@Andrea Rakushin Lee Great posting! I have also witnessed similar issues with peer feedback in my teaching practice. Additionally, some peer feedback is quite limited as students tell me they do not feel qualified to provide feedback nor do they know if their feedback is correct. As a culturally responsive educator, I see aspects of peer feedback with impacts relative to one's culture. Some students have expressed their concerns with language and being able to provide accurate feedback to peers. Instruction and learning about how to give balanced and helpful feedback should be an antecedent to peer feedback practices. Feedback instruction allows students to develop their skills with how to give friendly, helpful, and balanced feedback to peers!

Not all students accept feedback from their peers.