Abstract
Peer feedback plays a significant role in enhancing students’ writing skills in language classrooms, as it aligns with the “student-centered” policy orientation of second language teaching reforms and contributes to fostering students’ critical thinking, communicative competence, and learning autonomy. However, its implementation in practice faces numerous challenges that hinder the full realization of its potential value. This paper mainly investigates the core issues, underlying causes, and solutions of peer feedback in foreign language writing classes through literature analysis and theoretical deduction. The core problems lie in the low quality of feedback—characterized by superficial, inaccurate, and unconstructive comments—and low student participation due to insufficient enthusiasm. These issues are attributed to the lack of systematic training and professional guidance for both teachers and students, and the influence of cultural psychological barriers such as collectivist norms that discourage direct criticism and social anxiety. Therefore, this study proposes specific measures such as conducting structured training programs and creating a supportive classroom environment. The research indicates that comprehensive intervention can improve the effectiveness of peer feedback, promote the development of collaborative learning models, and enhance students’ writing abilities.
References
Alsehibany, R. A. (2024). EFL Saudi student's attitudes toward peer feedback activities in a writing class. PSU Research Review, 8(1), 51-67.
Carless, D. (2022). From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education, 23(2), 143-153.
Darvishi, A., Khosravi, H., Sadiq, S., & Gasevic, D. (2024). Impact of AI assistance on student agency. Computers & Education, 210, 104967.
Mohamadi Zenouzagh, Z. (2022). Language-related episodes and feedback in synchronous voiced-based and asynchronous text-based computer-mediated communications. Journal of Computers in Education, 9(3), 515-547.
Noroozi, O., Banihashem, S. K., Taghizadeh Kerman, N., Parvaneh Akhteh Khaneh, M., Babayi, M., Ashrafi, H., & Biemans, H. J. A. (2023). Design, implementation, and evaluation of an online supported peer feedback module to enhance students’ argumentative essay quality. Education and Information Technologies, 28(10), 12757-12784.
Shang, H.-F. (2022). Exploring online peer feedback and automated corrective feedback on EFL writing performance. Interactive Learning Environments, 30(1), 4-16.
Zhang, R., & Zou, D. (2023). A review of research on technology-enhanced peer feedback for second language writing based on the activity theory framework. Education and Information Technologies, 28(6), 6727-6753.
Zou, D., Xie, H., & Wang, F. L. (2023). Effects of technology enhanced peer, teacher and self-feedback on students’ collaborative writing, critical thinking tendency and engagement in learning. Journal of Computing in Higher Education, 35(1), 166-185.
How to cite this paper
A Study on Feedback Mechanism, Problems, and Countermeasures of Second Language Learners’ Classroom Writing
How to cite this paper: Bingbing Li. (2025). A Study on Feedback Mechanism, Problems, and Countermeasures of Second Language Learners’ Classroom Writing. The Educational Review, USA, 9(12), 985-989.
DOI: http://dx.doi.org/10.26855/er.2025.12.008