Enhancing EFL Writing Through Online Peer Feedback: A Systematic Review of Higher Education Studies

Abstract

This systematic review critically examines the effectiveness of online peer feedback (OPF) for enhancing EFL writing skills in higher education. Analysis of 24 empirical studies reveals consistently positive impacts of OPF on writing outcomes, with effect sizes ranging from small to extremely large. Key principles for effective OPF implementation include adopting a formative approach, providing structured guidance, incorporating comprehensive training, and facilitating multiple revision opportunities. The review also highlights the benefits of asynchronous interactions and integrating diverse feedback sources. However, methodological limitations in many studies, such as small sample sizes and potential biases, necessitate a cautious interpretation of results. The findings underscore OPF's potential to transform EFL writing instruction while emphasizing the need for more rigorous, large-scale investigations. Future research should employ more stringent experimental designs, explore diverse OPF configurations, and examine the underlying mechanisms driving OPF effectiveness. This review contributes to the growing body of knowledge on technology-enhanced language learning, offering valuable insights for educators and researchers in the field of EFL writing instruction.