Corrective peer-feedback in an L2 Academic Writing context from three perspectives

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In FY2022, the research project was carried out as planned. Two pieces of writing including feedback comments were collected from students across six faculties via Google Documents in a Hybrid classroom setting. At the end of the semester, surveys were administered asking students about their views about the benefits of giving and receiving feedback, their preferred style of feedback, as well as their perceived ability to critically assess writing. Findings of this survey were presented at two conferences in Japan and America. Currently, in FY2023, I am examining the quality and quantity of feedback specifically in face-to-face environments. This includes classroom discussion between peer reviewers and collaboration, rather than blind reviews. Data collected will be compared with previous research findings during emergency remote learning, particularly the rate of uptake and degree of directiveness found in peer feedback. In FY2023, I will assign the same writing task to students in a face-to-face scenario and do a comparison of three learning environments.