To peer or not to peer: A controlled peer-editing intervention measuring writing self-efficacy in South Korean higher education

Abstract

Peer editing has shown benefits for undergraduates writing in their native language. However, the results are not all positive when used in English as a Foreign Language (EFL) classes. There are concerns regarding the efficacy of L2 feedback and whether peer editing positively impacts learning outcomes. This article examines a control group and an experimental group of undergraduates enrolled in an online academic writing course at a medium-sized university in South Korea. The intervention involved three peer-editing assignments that were part of a larger essay project. The experimental group received training on how to edit and revise their peers’ compositions based on coded feedback. The researchers used a retrospective pretest posttest design to measure changes in writing self-efficacy. Quantitative results show that both groups significantly improved, but that neither group significantly improved more than the other. Qualitative findings from an open-ended post-semester survey suggest that peer editors reported they can learn through the process of editing by both the feedback they give and receive, and that social relatedness can also be enhanced, which is important in an online setting. However, participants also noted that peer feedback can be inaccurate and incorrect.

Keywords

• Peer editing
• Writing self-efficacy
• Pretest posttest design
• EFL
• Online instructional delivery format
• Controlled experiment