An Analysis on the Peer Review Comments in Writing for ESL Students in the Flipping Classroom Context

This paper investigates ESL students' peer review comments in college English writing course in the flipping classroom context, specially focusing on the types and features of feedback reviewer produce as well as the back review writers generate to respond to their peers' feedback. This study shows that most of students consider peer assessment beneficial for them in the flipping classroom-aided English writing course. Findings from this study indicate that students' feedback and back review comments have many characteristics in common. Their feedback can be divided into 3 categories: linguistic, cognitive and affective dimension. And back review comments can be classified into 10 types, featuring in 3 categories of positive, negative and neutral response. At the same time, students' implementation rate of revision is rather low due to students' low writing proficiency, a lack of serious attitude and the absence of effective monitoring from instructors in the flipping classroom setting. This research fills a gap in literature regarding the types and features of students' feedback and back review, as well as how the perceived helpfulness affects their revision performance in the flipping classroom context.