Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance

Abstract Peer feedback has been widely employed in writing instruction various contexts. However, studies into its effects on improving students’ performance, particularly long-term effects, are under-represented. To fill the research gap, we adopted a pre-, post-, and delayed post-test quasi-experimental design to investigate of peer intervention. Two intact classes EFL students from Chinese university were recruited, with one class participating activities other receiving collective their teacher for semester. Their compositions post-tests compared terms overall text quality, content, organization, complexity, accuracy, fluency (CAF). The results show that experimental group participants made significant improvements accuracy they retained 12 weeks after In addition, outperformed counterparts quality organization post- post-tests, only post-test. Results suggest could help learners make progress writing.