Speaker
Description
This practice-oriented poster session introduces a learner-centered approach to L2 writing feedback that promotes the development of student autonomy, feedback literacy, and confidence through weekly structured peer-response writing workshops. Developed for practical classroom use, the presentation offers concrete strategies for fostering meaningful communication, inclusive participation, and sustained engagement while empowering teachers to move beyond teacher-centered feedback toward student-driven language learning in the writing classroom.
References
Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
Cheng, X., & Zhang, L. (2024). Engaging secondary school students with peer feedback in L2 writing classrooms: A mixed methods study. Studies in Educational Evaluation, 81. https://doi.org/10.1016/j.stueduc.2024.101337
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17–37. https://doi.org/10.1080/00461520.2016.1207538
Abstract
The collaborative writing practice introduced in this presentation consists of structured, weekly peer-evaluation writing workshops in which learners respond to and evaluate short compositions prepared by classmates at home. This practice was developed to alleviate the significant time burden on teachers and addresses the limited impact of traditional teacher-centered feedback in English as a Foreign Language (EFL) writing classes (Carless & Boud, 2018 & Winstone et al., 2017). Research on peer feedback, feedback literacy, and learner autonomy suggests that learners may benefit more from dialogic, socially-mediated feedback embedded within regular classroom practice (Cheng & Zhang, 2024). Furthermore, sociocultural perspectives on language learning indicate that writing competence is more effectively developed through participation in shared activities providing further evidence for this approach (Winstone et al., 2017). This practice creates new ways of peer-supported autonomous learning by positioning learners as active readers, evaluators, and collaborators. Rather than focusing on teacher-feedback, learners engage in a structured peer-response workshop that requires them to analyze content and language use, negotiate meaning, and articulate feedback to classmates. Over time, this builds feedback literacy and metalinguistic awareness while supporting language development and enhanced learner autonomy through community participation. This is especially important in EFL writing contexts, where meaningful communication and authentic readership are limited. Attendees will learn how to implement peer-evaluation writing workshops in their own teaching contexts. The presentation will provide concrete examples of structure, peer-feedback prompts, and scaffolding techniques to support student participation.
Short summary
This practice-oriented poster session introduces a learner-centered approach to L2 writing feedback that promotes the development of student autonomy, feedback literacy, and confidence through weekly structured peer-response writing workshops. Developed for practical classroom use, the presentation offers concrete strategies for fostering meaningful communication, inclusive participation, and sustained engagement while empowering teachers to move beyond teacher-centered feedback toward student-driven language learning in the writing classroom.
Keywords
learner autonomy, collaborative writing, learner-centered pedagogy
| Scheduling preference | Anytime on Saturday or Sunday |
|---|---|
| Title | From Classrooms to Collaborative Writing Communities |