A Critical Review of Research on Peer Feedback for L2 Writing: Focusing on Key Analytical Points

Abstract

Peer feedback has been widely examined in the field of SLA and L2 writing in recent decades. Previous research has developed across four key points of analysis: (a) products, (b) products and processes, (c) students' perceptions/attitudes, and (d) peer feedback training. Although studies focusing on these analytical points show that peer feedback is generally considered beneficial for L2 learners, how they perceive the advantages/disadvantages of feedback; address various issues such as language, content, and organization; act on the feedback received; and feel during the activity have not been sufficiently investigated. Therefore, publications have been emerging since 2019 with a focus on new research themes. Some adopt a focus on students' perceptions/attitudes, but through the lens of both the provider and receiver of the feedback, while others have also focused on L2 learners' engagement with peer feedback from three simultaneous perspectives (cognitive, behavioral, and affective). This study examines research on peer feedback for L2 writing by students in higher education studying English/Japanese published in refereed journals between 1990 and 2020. We discuss the results and limitations of existing studies and suggest some foci that may provide researchers with possible new directions.