View in EDS

A Comparative Analysis of Language Choices in Written Peer Feedback Provided by High- and Low-Proficiency Japanese EFL Students

Saved in:
Bibliographic Details
Title: A Comparative Analysis of Language Choices in Written Peer Feedback Provided by High- and Low-Proficiency Japanese EFL Students
Language: English
Authors: Sugene Kim (ORCID 0000-0001-9514-7416)
Source: Language Teaching Research. 2026 30(5):2899-2922.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Language Usage, Feedback (Response), Language Role, Writing Evaluation, Language Proficiency, Peer Evaluation, Writing (Composition), College Students, Higher Education, Japanese
Geographic Terms: Japan
DOI: 10.1177/13621688231193074
ISSN: 1362-1688
1477-0954
Abstract: This study reports on part of a larger research project that investigates the role of students' first language in learning English as a foreign language (EFL) in the context of Japanese higher education. Despite the prevalent use of peer review in EFL writing classes, students' use of different languages and the effects of English proficiencies on collaborative interaction as mediated in written peer feedback remain under-researched. To add to the rather sparse literature, this study comparatively analysed peer feedback provided by high- and low-proficiency Japanese EFL students and conducted stimulated recall interviews to determine the factors affecting their language choices. The text analysis presented a stark contrast in students' language choices stemming mainly from a difference in the type of feedback provided by each group: 'corrective feedback' versus 'complimentary overall comment'. The stimulated recall interview accounts suggested that this polarization is attributable mostly to the proficiency gap between peer dyads and the affective need to contribute to the peer-review process. Inconsistent with the reports of previous studies that peer review benefits all students involved, the advanced-level participants voiced serious doubts about its effectiveness.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508308
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1508308
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Comparative Analysis of Language Choices in Written Peer Feedback Provided by High- and Low-Proficiency Japanese EFL Students
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sugene+Kim%22">Sugene Kim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9514-7416">0000-0001-9514-7416</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(5):2899-2922.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 24
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Role%22">Language Role</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Japanese%22">Japanese</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/13621688231193074
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study reports on part of a larger research project that investigates the role of students' first language in learning English as a foreign language (EFL) in the context of Japanese higher education. Despite the prevalent use of peer review in EFL writing classes, students' use of different languages and the effects of English proficiencies on collaborative interaction as mediated in written peer feedback remain under-researched. To add to the rather sparse literature, this study comparatively analysed peer feedback provided by high- and low-proficiency Japanese EFL students and conducted stimulated recall interviews to determine the factors affecting their language choices. The text analysis presented a stark contrast in students' language choices stemming mainly from a difference in the type of feedback provided by each group: 'corrective feedback' versus 'complimentary overall comment'. The stimulated recall interview accounts suggested that this polarization is attributable mostly to the proficiency gap between peer dyads and the affective need to contribute to the peer-review process. Inconsistent with the reports of previous studies that peer review benefits all students involved, the advanced-level participants voiced serious doubts about its effectiveness.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1508308
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1508308
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/13621688231193074
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 2899
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Language Role
        Type: general
      – SubjectFull: Writing Evaluation
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Japanese
        Type: general
      – SubjectFull: Japan
        Type: general
    Titles:
      – TitleFull: A Comparative Analysis of Language Choices in Written Peer Feedback Provided by High- and Low-Proficiency Japanese EFL Students
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sugene Kim
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1362-1688
            – Type: issn-electronic
              Value: 1477-0954
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Language Teaching Research
              Type: main
ResultId 1