Automated feedback complements online dialogic peer feedback: fostering L2 writers' feedback quality and self-regulatory writing strategy use

This study examined the effects of the complementary integration of automated feedback provided by automated writing evaluation (AWE) systems and online dialogic peer feedback on the quality of feedback and the use of self-regulatory writing strategies among second language (L2) writers. The participants were 68 Chinese L2 students who were assigned to two experimental conditions: one using automated feedback to complement dialogic peer feedback, and the other relying solely on dialogic peer feedback. The participants engaged in dyadic peer feedback for three writing tasks during a 14-week writing course. After collecting peer feedback comments and administering the self-regulatory writing strategy questionnaire, the researchers coded and statistically analyzed the data. Results indicate that integrating automated and peer feedback enhances the cognitive and constructive quality of peer feedback messages; however, there was no significant difference in the affective features of feedback between the two groups. Additionally, students in the integrated condition more frequently employed self-regulatory writing strategies during the text generation, self-monitoring, and revision phases, while their strategy use during the planning phase was comparable to that of students in the peer feedback-only condition. These findings have implications for educators and researchers aiming to advance peer feedback practices in L2 writing classrooms.