Abstract

This study examines the characteristics that influence students' affective, cognitive, and behavioral responses to peer corrective feedback. For eight weeks, a group of 25 university students participated in the study, completing two writing assignments and providing and receiving peer feedback. The data was collected through analysis of drafts, post-study questionnaires and self-reflections. The results demonstrated that while students' cognitive and behavioral engagement varied, their affective engagement was strong. Students actively revised their work but found it difficult to apply feedback, particularly when it came to content and organization (global feedback), compared to language and mechanics (local feedback). Clarity, the perceived value of the feedback, and teacher guidence were among the key factors that affected their engagement. Student engagement was also significantly influenced by their motivation and the perceived relevance of the feedback was. The results suggest that peer review is effective; however, students need additional guidance in engaging with global feedback to improve their writing.

This work is licensed under a Creative Commons Attribution 4.0 License.