Investigating the Operating Mechanisms of the Sources of L2 Writing Self‐Efficacy at the Stages of Giving and Receiving Peer Feedback

2019/11/05 by MAN–KIT LEE, MICHAEL EVANS, Michael Evans · 87 citations
Arts and Humanities · Psychology · Social Sciences · #Apprehension #Cognitive psychology #Collaborative writing #Computer science #Computer-mediated communication #Corrective feedback #EFL/ESL Teaching and Learning #Face (sociological concept) #Innovative Teaching and Learning Methods #Mathematics education #Peer feedback #Psychology #Second language #Second language writing #Social psychology #Student Assessment and Feedback #The Internet

paper · doi:10.1111/modl.12598

published in Modern Language Journal 103(4), 831-847 (Wiley)

openalex publication_date 2019/11/05 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/31

Abstract

Abstract Peer feedback has earned an increasingly noteworthy place in second language (L2) writing research. A pressing concern is that issues of motivation are not well understood, largely due to a lack of theory‐driven investigations. Centering on Bandura's self‐efficacy (SE) theory, this study examined the impact of peer feedback on L2 writing SE and the operating mechanisms underlying the theorized sources of SE in peer feedback practice. One hundred and ten Chinese undergraduate learners of English were assigned to peer feedback treatment groups (face‐to‐face and computer‐mediated discussions) or a comparison group. Questionnaire and interview data on writing SE and its sources and on perceived feedback usefulness were collected. The treatment groups reported more positive changes in writing SE, and perceived usefulness of giving (but not receiving) peer feedback enhanced writing SE directly and via a mediating system involving writing self‐regulatory efficacy and apprehension. Writing SE was also shaped through a dynamic interplay between receptive and productive mastery experiences, computer‐mediated exchanges, social comparisons, and achievement goal orientations.

Citations

• Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects
• Impact of Self-Regulatory Influences on Writing Course Attainment
• Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting

Cited by

• Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study
• Assessing students’ peer feedback literacy in writing: scale development and validation
• Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-2019
• Tracing the Path Toward Self-Regulated Revision: An Interplay of Instructor Feedback, Peer Feedback, and Revision Goals. [europepmc]
• Effects of Trained Peer vs. Teacher Feedback on EFL Students' Writing Performance, Self-Efficacy, and Internalization of Motivation. [europepmc]
• The association between peer relationship and learning engagement among adolescents: The chain mediating roles of self-efficacy and academic resilience. [europepmc]
• Learners' perceived advantages and social-affective dispositions toward online peer feedback in academic writing. [europepmc]
• Social comparison effects on students' cognitive anxiety, self-confidence, and performance in Chinese composition writing. [europepmc]
• The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners. [europepmc]
• The impact of automated writing evaluation on second language writing skills of Chinese EFL learners: a randomized controlled trial. [europepmc]
• A scaffolding intervention to improve self-efficacy in source-based argumentative writing. [europepmc]
• Exploring the mediating effect of feedback self-efficacy between students' self-feedback behavior and academic proficiency. [europepmc]
• The influence of parental educational expectations on primary school students' social-emotional competence: the chain mediation effect of peer relationships and academic self-efficacy. [europepmc]
• The impact of a freestyle rope-skipping intervention on resilience in junior high school students: the mediating role of self-efficacy. [europepmc]

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