Online peer feedback patterns of success and failure in argumentative essay writing

Sep 22, 2026

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Peer feedback research has limited insight into how successful outcomes emerge from online peer feedback activities. This exploratory study examines peer feedback patterns among higher education students producing argumentative essays. Over three consecutive weeks, 330 students wrote, provided two rounds of criteria-based peer feedback, and then revised their essays. Findings show less successful and unsuccessful students receive more affective and descriptive feedback, while successful students receive more feedback focused on identifying problems. Descriptive and constructive feedback features predict improvements in argumentative writing.

LanguageEnglish

CategoryPresentations

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Pages14

Reading Time5 min

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Introduction

Peer feedback as a strategy in higher education

Peer feedback processes and feedback features

Peer feedback in argumentative essay writing contexts

Interactive Learning Environments ISSN: (Print) (Online) Journal homepage: [https://www.tandfonline.com/loi/nile20](https://www.tandfonline.com/loi/nile20) Online peer feedback patterns of success and failure in argumentative essay writing Nafiseh Taghizadeh Kerman, Omid Noroozi, Seyyed Kazem Banihashem, Morteza Karami & Harm J.A. Biemans To cite this article: Nafiseh Taghizadeh Kerman, Omid Noroozi, Seyyed Kazem Banihashem, Morteza Karami & Harm J.A. Biemans (2022): Online peer feedback patterns of success and failure in argumentative essay writing, Interactive Learning Environments, DOI: 10. 1080/10494820 .2022.2093914 To link to this article: [https://doi.org/10.1080/10494820.2022.2093914](https://doi.org/10.1080/10494820.2022.2093914) © 2022 The Author(s) . Published by Informa UK Limited, trading as Taylor & Francis Group | Published online: 30 Jun 2022. | | --- | | Submit your article to this journal | | Article views: 587 | | View related articles | | View Crossmark data | Full Terms & Conditions of access and use can be found at [https://www.tandfonline.com/action/journalInformation?journalCode=nile20](https://www.tandfonline.com/action/journalInformation?journalCode=nile20) Online peer feedback patterns of success and failure in argumentative essay writing Naﬁseh Taghizadeh Kermana, Omid Noroozi b, Seyyed Kazem Banihashem b, Morteza Karamia and Harm J.A. Biemans b aFerdowsi University of Mashhad, Mashhad, Iran; bWageningen University and Research, Wageningen, The Netherlands ABSTRACT In peer feedback literature, little is known about the patterns of success for peer feedback activities in online learning environments. This study aims to explore the peer feedback patterns of successful, less successful, and unsuccessful higher education students for argumentative essay writing. In this exploratory study, 330 higher education students were asked to perform three tasks in three consecutive weeks. In the ﬁrst week, they were asked to write an argumentative essay. In the second week, students provided two sets of feedback on their peers’argumentative essays based on the given criteria. In the third week, students were asked to revise their argumentative essay based on the received feedback. The ﬁndings revealed that unsuccessful and less successful students signiﬁcantly received more aﬀective and descriptive feedback from their peers, while successful students received more feedback related to the identiﬁcation of the problem from their peers. Furthermore, descriptive and constructive features of feedback were predictors of students’ success in the improvement of argumentative essay writing. The ﬁndings of this study provide practical implications for the eﬀective design of peer feedback strategies for improving students’ argumentative essay writing in online learning environments. ARTICLE HISTORY Received 2 March 2022 Accepted 19 June 2022 KEYWORDS Argumentative essay writing; higher education; online learning; peer feedback pattern; peer feedback uptake Introduction As in higher education, the class sizes continue to grow every year (Shi, 2019), it becomes more diﬃcult for educators to provide one-by-one feedback (Noroozi & Hatami, 2019) . This means that for classes with a large number of students, feedback from educators is not practically feasible due to a high workload (Er et al., 2020) . In such situations, peer feedback can be used instead of teacher feedback as an eﬀective instructional strategy (Ruegg, 2015; Tian & Zhou, 2020) . Using peer feedback as a process-oriented pedagogical activity in classrooms can provide students with a challenging and collaborative learning environment to learn from one another (Kollar & Fischer, 2010; Nicol et al., 2014) . In the peer feedback process, students are expected to critically review their peers’ work, identify gaps and problems, and suggest points for improvements in an emotionally friendly way (Latiﬁ et al., 2021; Liu & C

FAQs

What is the goal of this study?

To explore peer feedback patterns associated with successful, less successful, and unsuccessful higher education students in argumentative essay writing within online learning environments.

How was the study conducted across the three weeks?

Students first wrote an argumentative essay, then provided two sets of criteria-based feedback on peers’ essays, and finally revised their own essays based on received feedback.

What feedback types differed between successful and unsuccessful students?

Unsuccessful and less successful students received significantly more affective and descriptive feedback, while successful students received more feedback related to identifying problems.

Sep 22, 2026

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