The Effects of Peer Feedback and Teacher Feedback on EFL University Students' Writing Performance: A Conceptual Replication of Ruegg (2015)

Abstract

Written corrective feedback plays a crucial role in second language learning, particularly in the development of writing skills. Nevertheless, an interesting and valid question to consider is how peer feedback compares with teacher feedback in enhancing students’ writing skills. This study is a conceptual replication of Ruegg (2015) that examines the effects of peer and teacher feedback on the writing performance of Cambodian EFL university students and determines whether there are differences in the focus of feedback provided by peers and the teacher. The study was conducted with two intact classes comprising 60 second-year students pursuing a Bachelor of Education in Teaching English as a Foreign Language at a public university in Cambodia. Employing a quasi-experimental research design, the study utilised pre-tests, post-tests, and delayed post-tests to measure the immediate and sustained effects of peer feedback and teacher feedback following the feedback intervention. One class was assigned as the peer feedback group, giving and receiving peer feedback, while the other was the teacher feedback group, receiving only teacher feedback. The research was conducted over a single academic semester, 15 weeks. Students’ overall writing performance was assessed through a 30-minute timed essay task, which was administered during pre-, post-, and delayed post-tests, the latter being conducted two weeks after the post-test to assess the effects of peer and teacher feedback after the feedback intervention. The timed essays were rated by two writing skills instructors, utilising the analytical rating scale from Ruegg’s study. The feedback intervention lasted 12 weeks between the pre- and post-tests, during which students completed four essay writing assignments. Feedback on students’ preliminary drafts was categorised into six categories following Ruegg (2015) and analysed to identify differences in the focus of feedback provided by peers and the teacher. This study found that both peer and teacher feedback significantly enhanced students’ overall writing performance over time; however, the difference between the two feedback groups was not statistically significant over time. A time-specific difference was observed at the post-test, with the teacher feedback group scoring higher than the peer feedback group. Additionally, the study found overall improvement across four writing components, with variations. Both feedback groups’ organisation scores improved, but the teacher feedback group performed better, especially at the post-test. Regarding content, both improved, with the teacher feedback group showing a significant improvement over the peer feedback group. No significant differences were found between groups in lexis and grammar scores. The study found differences in the focus of peer and teacher feedback: peer feedback tended to focus more on surface-level grammar, whereas teacher feedback concentrated more on structure and content. This study emphasises the significance of integrating both peer and teacher feedback within second language (L2) writing pedagogy and the importance of peer feedback training. Future research should investigate the comparative effects of peer feedback, teacher feedback, and combined feedback approaches, incorporating multiple delayed post-tests to more comprehensively assess retention and long-term improvement.