Exploring Learners’ Perceptions and Internal Mechanisms in Digital Peer Feedback: A Meta-Synthesis of EFL/ESL Research

Abstract

Digital peer feedback, facilitated through various online platforms and tools, has become a significant pedagogical practice in language learning settings. Learners’ acceptance, affective and cognitive behaviors, and perceptions of peer feedback play a vital role in its utilization in the learning process. This study aimed to provide a comprehensive understanding of learners’ perceptions of digital peer feedback. To achieve this, a meta-synthesis of 22 articles from the Web of Science database was conducted. The reviewed studies focused on examining the internal mechanisms learners experience during the digital peer feedback process. This meta-synthesis highlighted the potential of digital peer feedback as a valuable component of EFL/ESL education. Moreover, it proposed some revisions for the existing internal mechanism models. The study concluded with recommendations for future research and practice, emphasizing the need for more review studies.