Exploring L2 student engagement with peer feedback in a synchronous online university writing course

Exploring L2 student engagement with peer feedback in a synchronous online university writing course

study explores how L2 students engage with peer feedback activities within a synchronous online writing course and how various aspects of engagement interact with each other. The distinctive setting, a U.S. university branch campus in South Korea, allowed for an examination of the influence of cultural backgrounds on students' engagement with peer feedback, as they navigate practices that may differ from their previous educational experiences. A significant contribution of the study is the development and application of an integrative, holistic theoretical framework incorporating four dimensions of student engagement: behavioural, emotional, cognitive, and social. By examining engagement through the lens of this framework, grounded in social constructivism theory, transactional distance theory, and student engagement theory, the study provides valuable insights into the complex interplay of factors shaping L2 students' experiences with online peer feedback. Findings reveal three distinct engagement profiles (independent, dependent, and minimal engagers) and identify a five-step recursive cognitive process (understanding, evaluating, questioning, analysing, and creating) employed by independent engagers. The study highlights how peer feedback activities targeting higher-order thinking can promote cognitive engagement and self-directed learning skills. Cultural factors and social relationships significantly influenced L2 students' engagement, underscoring the need for culturally responsive pedagogical approaches in online L2 writing courses. The development of trust and supportive relationships within static peer groups led to a positive feedback loop enhancing engagement across all dimensions. Recommendations propose strategies for creating online environments effectively supporting L2 students' engagement with peer feedback, including fostering supportive peer groups, providing structured feedback training, designing higher-order cognitive activities, implementing differentiated instruction, leveraging technology for interaction, and considering cultural influences. The insights gained from this research can inform the design and implementation of effective peer feedback activities that foster student engagement, promote cognitive development, and support the growth of social relationships in diverse learning contexts.

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