A model for the Mediating Role of the Knowledge Sharing in the Relationship between EFL Learners’ Online Peer-Written Feedback and their Reflectivity in Writing

Collaborative learning and knowledge sharing are important concepts in academia that facilitate the process of teaching and learning to write. Educators are more adept at providing constructive feedback due to technology integration in writing courses. While collaborative learning has been examined in the EFL environment, the investigation of information sharing remains nascent. The correlation between online peer feedback and knowledge sharing remains unexamined. Considering the benefit above, the purpose of this study is twofold. The researchers examined the relationship between EFL learners’ online peer feedback, their knowledge sharing, and their reflections on writing. Moreover, they investigated if knowledge sharing mediated the relationship between EFL learners’ online peer feedback and reflection on writing. Based on convenience sampling, 183 EFL learners were recruited from different branches of a language school. The study used three questionnaires, including EFL learners’ attitudes toward online peer-written feedback, learners’ knowledge sharing, and reflection on writing. The Pearson Correlation coefficient was run to examine the relationship between EFL learners’ online peer feedback and their knowledge sharing and the relationship between EFL learners’ knowledge sharing and reflection on writing. A path analysis was employed to assess the mediating role of knowledge sharing. The study found a significant relationship between EFL learners’ online peer feedback and their knowledge sharing and EFL learners’ knowledge sharing and reflection on writing. It was revealed that knowledge sharing mediates the relationship between EFL learners’ online peer feedback and reflection on writing. Implications and further suggestions for researchers are discussed.