Arab World English Journal (AWEJ) Volume 16. Number 3, September 2025 Pp.159-174

Which Engages Students More in English Writing: Teacher+Peer Feedback or Teacher-Only Feedback? -A Study in Chinese Tertiary Education

Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia
School of Foreign Languages, China West Normal University (CWNU),
Nanchong, China

Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia

Corresponding author: nurehsan@ukm.edu.my

Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia

Jiujiang New Town Middle School, Longdu Rd.Shuangliu District, Chengdu, Sichuan, China

Abstract:

 This study investigates the impact of “teacher+peer” mixed feedback on undergraduate English writing engagement, aligning with the emphasis on comprehensive feedback in English Language Teaching and student-centered learning principles outlined by the College English Curriculum Guide (2020) in China to answer two main research questions: how does the “teacher+peer” mixed feedback pattern influence engagement in English writing among Chinese tertiary students behaviorally, cognitively, and emotionally and does mixed feedback yield significantly higher engagement than teacher-only feedback? Conducted a 12-week semester with 85 first-year undergraduates, the study compared an experimental group receiving “teacher+peer” feedback with a control group receiving“teacher-only” feedback, utilizing data from pre- and post-intervention questionnaires and post-intervention focus group discussion. Findings reveal that the mixed feedback approach significantly enhances learning engagement across all dimensions—emotional, cognitive, and behavioral—outperforming “teacher-only” feedback. A substantial post-intervention mean increase is observed in the experimental group, in contrast to minimal changes in the control group. It expanded the existing literature on writing feedback, engagement theory, and peer involvement in the ELT domain through empirical data from the Chinese context. Additionally, the pedagogical implications include rotating mixed-ability groups, overcoming cultural hesitancy among reserved Chinese students, and accommodating variations in English proficiency, facilitating the conduction of the research-informed “teacher+peer” writing feedback in similar contexts outside China.

Cite as:

Deng, M., Said, N. E.M., Sulaiman, N. A., & Zhao, Y. (2025). Which Engages Students More in English Writing: Teacher+Peer Feedback or Teacher-Only Feedback? -A Study in Chinese Tertiary Education.  Arab World English Journal, 16(3):159-174.

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Min Deng is currently a doctorate candidate in TESL at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). She works at China West Normal University, China. She specializing in English textbook evaluation, intercultural communication, AI-empowered writing teaching. ORCID: https://orcid.org/0009-0005-0996-9277

 Dr. Nur Ehsan Mohd Said is a senior lecturer at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). His main research interest lies in the field of ESL classroom intervention, curriculum design, language assessment, and educational technology integration. His research explores the intersection of applied linguistics, pedagogy, and digital learning environments with influential publications in internationally recognized journals. ORCID: https://orcid.org/0000-0002-2891-327X

 Dr. Nur Ainil Sulaiman is a senior lecturer at the Centre of Innovation in Teaching and Learning,F aculty of Education, Universiti Kebangsaan Malaysia (UKM). Her research focuses on advancing online English instruction and second language acquisition, with influential publications in internationally recognized journals.ORCID: https://orcid.org/0000-0001-6212-7494

 Yunyun Zhao is an EFL teacher at Jiujiang New Town Middle School, Chengdu, China. She is also an ELT researcher with expertise in peer feedback and English writing. She has conducted studies on language curriculum design for Secondary Education learners.
ORCID:https://orcid.org/0009-0002-8546-1625