Re-Thinking Peer Reviewing in the Virtual Context: The Roles of Giving and Receiving Online Feedback in L2 Spanish Classrooms

This study explores learners’ online peer review practices during a four-week second language writing project. The project was developed in multi-section Spanish course at the college level. investigates how learners give feedback to their peers, whether there is any relationship between roles they assume and final performance, additional factors that may influence reviewing practices. A total of 76 students participated study, all whom received training prior three drafts giving receiving comments two sessions. Descriptive statistical measures were used analyze types most frequently. comparative effects analyzed along with those by means multiple regression analyses, order examine these elements performance as writers. Results support learning-by-reviewing hypothesis, which argues peers helps feedback-givers write better essays themselves. follow-up analysis also shows learning evident when specific feedback, proficiency levels can learn do.