THE THEORETICAL IMPACT OF ONLINE PEER FEEDBACK ON WRITING SKILL IMPROVEMENT: A LITERATURE REVIEW

Authors

  • Davronova Sevara Ulug‘bekovna PhD student at Gulistan State University

DOI:

https://doi.org/10.55640/

Keywords:

online learning, peer feedback, writing improvement, theoretical framework, literature review, social constructivism, feedback literacy

Abstract

This article synthesizes existing theoretical and empirical literature to explore the mechanisms through which online peer feedback influences and potentially improves students' writing skills. Moving beyond experimental data, this review critically examines pedagogical theories—including social constructivism, cognitive load theory, and feedback literacy—that underpin the efficacy of peer feedback in digital environments. Key themes emerging from the literature include the enhancement of metacognitive awareness, the provision of diverse perspectives, the fostering of audience awareness, and the development of critical evaluation skills among students. The review posits that online platforms facilitate these processes by offering flexibility, anonymity, and structured interaction. While acknowledging potential challenges, the article concludes that online peer feedback, grounded in established educational theories, holds significant theoretical promise as a transformative tool for writing pedagogy, advocating for its strategic integration to cultivate more effective and autonomous writers.

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References

1.Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325.

2.Ferris, D. R. (2003). Responding to student writing: Teachers' choices, students' reactions. Lawrence Erlbaum Associates.

3.Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.

4.Hyland, K. (2003). Second language writing. Cambridge University Press.

5.Liu, N. F., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279-290.

6.Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30.

7.Sweller, J. (1988). Cognitive load theory and instructional design. Journal of Learning and Instruction, 1(2), 1-10.

8.Tsui, A. B. M., & Ng, M. (2000). Diagnosing the learning styles of ESL students. Applied Linguistics, 21(3), 425-450.

9.Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

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Published

2025-06-25

Issue

Vol. 4 No. 5 (2025): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

THE THEORETICAL IMPACT OF ONLINE PEER FEEDBACK ON WRITING SKILL IMPROVEMENT: A LITERATURE REVIEW. (2025). Journal of Multidisciplinary Sciences and Innovations, 4(5), 1132-1135. https://doi.org/10.55640/

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