Jul 2026· International Journal of Learning, Teaching and Educational Research· Vol 25, pp. 514-534· 0 citations
Abstract
Although peer feedback has been widely used in second language (L2) English writing instruction, its pedagogical value is often constrained by vague comments, limited understanding of evaluation criteria, low learner confidence, weak peer trust, and insufficient uptake of revision. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework, this systematic literature review identified and synthesized empirical studies published from 2016 to 2025 on peer feedback training in English as a Foreign Language and English as a Second Language writing contexts. Database searches in Scopus, Educational Resources Information Center, and Web of Science were followed by deduplication, title and abstract screening, full-text eligibility assessment, and quality appraisal. Nineteen empirical studies were included in a narrative thematic synthesis focusing on instructional design, reported learning outcomes, and implementation challenges. The synthesis suggests that peer feedback is more effective when supported by rubrics or checklists, teacher modeling, guided peer-review tools, peer dialogue, AI-supported scaffolding, and revision-reflection tasks. Reported outcomes included improvements in feedback quality, revision uptake, writing performance, feedback literacy, motivation, self-efficacy, engagement, and self-regulated writing. Recurring implementation challenges included uneven learner readiness, limited feedback specificity, insufficient peer trust, time constraints, and the need for teacher monitoring and systematic guidance. Based on these findings, the review proposes a lightweight peer feedback training framework for L2 writing instruction and future intervention research.
An updated overview of EFL writing pedagogy is provided, which will be useful for researchers, teachers, educators, and curriculum designers working on development of instructions for modern educational context, keeping in mind the pedagogical rigor.
Esraa Abd Elnaser Mohamed Hassan, R. Mia, Md Shafiqul Islam· International journal of res...· 0 citations
Findings show that platforms like WeChat enhance reading engagement and comprehension through authentic texts, peer interaction, and multimodal input, and that learner motivation emerges as a cross-cutting outcome, driven by autonomy, social presence, and interactive environments.
Xuelian Wan, Megat Aman Zahiri bin Megat Zakaria· SN Social Sciences· 0 citations
This study aims to systematically synthesize empirical evidence on the effects of GenAI-mediated feedback on EFL writing, students’ uptake of such feedback, and the ethical issues associated with its use.
Following PRISMA, this review synthesized English-language, peer-reviewed studies published between 2023 and 2025. Searches were conducted in Scopus, ERIC and selected publisher platforms. Two reviewers independently screened records and extracted data using a piloted form, while risk of bias was assessed using RoB 2, ROBINS-I and JBI tools. Random-effects meta-analyses were conducted when at least three comparable effect sizes were available; otherwise, the evidence was synthesized narratively with harvest plots.
The review shows that GenAI-mediated feedback is most effective when implemented as a dialogic, multi-draft and criteria-aligned practice moderated by teachers. Students tend to adopt local corrections more readily than global revisions unless tasks explicitly require justification and verification. Human–AI agreement appears sufficient for low-stakes screening and formative diagnosis, but construct coverage remains uneven and subgroup differences emerge in some contexts, indicating the need for human oversight, transparent criteria and routine bias audits.
The evidence base remains fragmented across contexts, designs and reporting practices, which limits comparability and cumulative interpretation. Future research should standardize reporting, examine fairness across learner groups and evaluate the long-term pedagogical effects of GenAI-mediated feedback at scale.
EFL programs should develop prompt templates that elicit explanations and examples, incorporate verification routines, use public rubrics and exemplars and position teacher-curated co-feedback as a central component of implementation. Clear boundaries are also needed between formative and summative uses, together with disclosure requirements for AI-supported feedback.
This review provides a timely synthesis of recent evidence on GenAI-mediated feedback in EFL writing by integrating learning outcomes, uptake patterns and assessment fairness considerations within a single analytical framework.
U. Sulistiyo, Desti Angraini, Habib Maulana Fikri· Learning Futures and Emergin...· 0 citations
English writing proficiency among EFL learners in Indonesia remains below regional benchmarks, and despite growing interest in learner-centered pedagogies, there is limited synthesis comparing the effects of inquiry-based learning (IBL) and contextual teaching and learning (CTL), particularly regarding their combined impact. This study addresses this gap through a PRISMA-guided systematic literature review of empirical studies published between 2015 and 2025. Searches were conducted across major databases, including Scopus, Web of Science, ScienceDirect, and Taylor & Francis, yielding 35 eligible studies for analysis. A narrative synthesis complemented by a quantitative summary of comparable studies indicates that both IBL and CTL produce significant positive effects on students’ English writing performance, with a pooled effect size of approximately d ≈ 0.81 (95% CI [0.65, 0.97]), suggesting a moderate-to-large overall impact. IBL consistently enhances cognitive dimensions of writing, such as idea generation, organization, and critical thinking, whereas CTL demonstrates strong effects on engagement, contextual understanding, and learner motivation. However, direct comparative and hybrid studies remain limited, although preliminary evidence suggests additive benefits when both approaches are integrated. These findings imply that EFL teachers and curriculum designers should consider combining inquiry cycles with context-based writing tasks to simultaneously develop cognitive and affective dimensions of writing. Future research should prioritize rigorous comparative and longitudinal designs to validate the effectiveness of integrated IBL–CTL models across diverse EFL contexts.
Sapto Sugiharto, Merry Lapasau, W. Widodo et al.· Journal of Languages and Lan...· 0 citations
This study investigates revision behaviors of vocational college students in English writing under two feedback conditions: teacher feedback and peer feedback. Accurate technical writing is also essential in engineering disciplines such as electromagnetic waves, antennas, and propagation, where local language accuracy and global logical coherence directly affect the communication of experimental methods and design results. Although previous research has shown that both forms of feedback can support second-language writing development, relatively limited attention has been paid to how vocational students respond to feedback during revision. To address this gap, the study adopts a small-scale comparative design involving 64 first-year students from a public vocational college in China over an eight-week instructional period. Students completed four practical English writing tasks, and their first drafts, feedback sheets, revised drafts, scores, and interview responses were analyzed. Revisions were coded by level, type, uptake, and textual effect. The findings indicate that teacher feedback produced a higher overall uptake rate and was especially effective in stimulating local revisions involving grammar, vocabulary, sentence structure, and accuracy. Peer feedback generated a larger proportion of global revisions, particularly in idea clarification, paragraph development, coherence, and reader awareness. The study concludes that teacher and peer feedback serve different pedagogical functions and should be combined strategically in process-oriented writing instruction, including technical writing training for electromagnetic engineering students.
Writing self-efficacy has been widely recognized as an important factor associated with English writing performance among EFL university students. This systematic review synthesizes empirical evidence on the relationship between writing self-efficacy and English writing performance among EFL university students.
Five databases were searched following the PRISMA guidelines to identify studies published between 1 January 2015 and 1 January 2025. Inclusion and exclusion criteria were applied during the screening process based on study design, participant characteristics, and publication period. Finally, 14 studies met the eligibility criteria.
The review indicates positive associations between writing self-efficacy and both general writing outcomes and specific writing skills. Additionally, the positive associations of genre-based and linguistic self-efficacy with writing performance suggest that targeted interventions in specific genres and linguistic elements may further strengthen students' writing. The significant associations between writing self-efficacy and specific writing elements, such as complexity, fluency, and accuracy, suggest that confidence in one's writing abilities may positively influence linguistic outcomes. Furthermore, the studies included in this review indicate that writing self-efficacy plays an important role in the mediating mechanisms linking various influencing variables to writing performance.
These findings highlight the importance of integrating writing self-efficacy-building strategies into EFL writing instruction, focusing on genre diversity, linguistic elements, and self-regulated writing strategies to enhance students' writing proficiency.
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Siyi Song, S. K. Judge, Wenjun Du et al.· Frontiers in Education· 0 citations