Peer feedback is a controversial, yet often used tool in the writing review classroom; however, its popularity in the EFL context continues to grow with each year. Most research has focused on whether or not it is effective rather than on what it looks like, or how students develop their feedback skills over time. This study investigates this topic by introducing a specific method of peer review training. Preliminary results show that the student feedback does change, and primarily in a positive sense, over time. It also supports training for students, but it remains unclear whether this particular training method was effective.
Jennie Roloff Rothman (Thu,) studied this question.