The effects of peer feedback on ESL writing revision among university students in China

The purpose of this study was to identify the effects of peer feedback on acceptance and revision in English as second language writing. We investigated the relationship between the types of students' feedback, its acceptance by the receiver and its use for the revision of students' writings in the University of Mainland China. Structural equation model was used to analyse the relationship. The key findings included that the revision feedback and analysis feedback were easier to be accepted by students compared with other types of feedback, but only revision feedback was adopted by the students. It showed a significant relationship between the acceptance of feedback and the utilisation of this feedback.