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.