Unpacking an online peer-mediated and self-reflective revision process in second-language persuasive writing

Abstract Online peer feedback has become prevalent in university writing classes due to the widespread use of learning technology. This paper reports an exploratory study Chinese-speaking undergraduate students’ experiences receiving and reflecting on online for text revision English as a second language (L2) classroom at northeastern-Chinese university. Twelve students were recruited from in-person class taught by instructor asked write revise their persuasive essays. The sought asynchronously using instant messaging platform (QQ), completed worksheet that involved coding received, wrote drafts. Data included first drafts, feedback, analytic rubrics, worksheets, semi-structured interviews. quantitative analysis performance indicated led revisions produced meaningful improvements scores between results qualitative analyses suggested that: (1) primary focus was content; (2) generally followed but ignored disagreements with peers; (3) strategically clarification peers QQ when unclear or confusing while collecting information internet, e-dictionaries, Grammarly; (4) thought they benefited experiencing peer-mediated process. Based results, we provide recommendations instructional guidance instructors scaffolding L2 practices through feedback.