Comparative Analysis of the Effects of Process Feedback and Outcome Feedback: Focusing on Peer Feedback Among Middle School Students

Although peer feedback is actively recommended for its ability to motivate learn ers and facilitate learning, there is limited understanding of when and how to use it effectively. This study aimed to compare the impact of peer feedback on the writing process and final products to provide educational recommendations for its effective use. As part of a series of research projects on peer feedback, this study involved 101 female middle school students, collecting their data on process and outcome feedback, initial drafts and revisions, writing self-efficacy, and perceptions of each feedback activity. Multivariate multiple regression showed that process feedback was not significantly correlated with initial draft scores in either receiving or giving aspects, whereas receiving outcome feedback was significantly related to revision scores. However, in terms of participants’ perceptions of feedback activities, there was a significant relationship with both receiving and giving process feedback. Writing self-efficacy was correlated only with certain perceptions of outcome feedback. Based on these results, the study suggested the need for guiding process feedback for middle school students and the active utilization of both receiving and giving peer feedback.