Peer Feedforward for Enhancing Preservice EFL Teachers’ Academic Writing

This exploratory study investigated peer feedforward as a strategy to enhance academic writing coherence and cohesion among preservice EFL teachers. Employing a corpus content analysis of a three-week scaffolded process involving cycles of self-reflection and peer feedforward on academic writing tasks, findings revealed that implementing scaffolded peer reviews during the writing process, before task submission, improved the quality of participants’ text coherence and cohesion, metacognitive awareness, and critical self-assessment skills, as revealed by peer comments. Results suggest that integrating peer feedforward may help participants address the dual demands of mastering and teaching academic writing while they develop as reflective, autonomous, and collaborative writers.