PEER EDITING IN SOUTH KOREAN HIGHER EDUCATION.xlsx

Peer editing has many benefits including enhancing critical thinking, improving student writing, and if done properly, it can lead to a more productive learning environment for both students and instructors (Kostopoulout & O’Dwyer, 2021; Lundstrom & Baker, 2009; Storch, 2018; Yao et al., 2021). However, reservations toward this feedback method in a university EFL setting persist due to the accuracy of L2 feedback (Baine, 2003; Erdel, 2023). This study utilized a pretest-posttest writing assessment to analyze differences in writing outcomes in an academic research writing course at two universities in Seoul, South Korea. The sampling consisted of five randomized classes of university undergraduates. Two control groups received feedback via the instructor and two experimental groups received peer-editing feedback. A fifth mixed group was divided between the control and experimental groups but within the same context. The instructors used both in-class feedback and online feedback tools for both the control and experimental groups. The researchers used a MANOVA to compare the pretest and posttest mean average assessment scores between the control and experimental groups. The results indicated that peer-editing feedback was equally effective as professor feedback. Therefore, the results of this study recommend using peer feedback because of the other benefits for L2 learners and because of the benefits it affords instructors.

同伴互评（peer editing）具备诸多优势，包括培养批判性思维、提升学生写作能力；若实施得当，还可为师生共同构建更高效的学习环境（Kostopoulout & O’Dwyer, 2021; Lundstrom & Baker, 2009; Storch, 2018; Yao et al., 2021）。然而，在大学英语作为外语（English as a Foreign Language, EFL）教学场景中，由于第二语言（Second Language, L2）反馈的准确性问题，学界对该反馈方法的质疑始终存在（Baine, 2003; Erdel, 2023）。本研究采用前测-后测写作评估范式，针对韩国首尔两所大学的学术研究写作课程，分析学生写作成果的差异。本次研究的抽样对象为5个随机分班的大学本科生班级，其中2个对照组采用教师反馈方式，2个实验组采用同伴互评反馈方式，第5个混合组在同一教学场景下同时涵盖对照组与实验组的学生。教师针对对照组与实验组均采用课堂反馈与在线反馈工具相结合的方式。研究人员采用多元方差分析（Multivariate Analysis of Variance, MANOVA），对比对照组与实验组的前测、后测平均评估得分。结果显示，同伴互评反馈与教师反馈的效果相当。综上，本研究结果建议采用同伴反馈，因其可为第二语言学习者带来诸多额外益处，同时也能为教师提供诸多便利。