Peer feedback and Chinese medical students’ English academic writing development: a longitudinal intervention study

Abstract

Background: Studies have documented that utilizing peer feedback can enhance students’ English academic writing skills. Little is known, however, about the effects of incorporating peer feedback to enhance English as a second language (L2) medical students’ academic writing performance. Methods: This longitudinal interventional study examines Chinese medical students’ English academic writing skills development via peer feedback in four parallel classes over an 18-week semester between the experimental and control groups (n = 124). Results: Significant increases in the experimental group’s performance in the post-test were found after 18-week instructions (pre- vs. post-test: overall score, p