Efficacy of face-to-face versus online peer feedback on EFL/ESL writing performance: A meta-analysis

<p dir="ltr">Peer feedback is frequently used in EFL/ESL writing classes. However, the results of studies examining the effectiveness of face-to-face and online peer feedback on EFL/ESL learners’ writing performance have been inconsistent. There is a lack of systematic reviews comparing the effectiveness of these two modalities and identifying moderators that influence their impact on learners’ writing. To address this gap, this research synthesizes 38 independent outcomes from 32 primary studies involving 1,080 students conducted between 2010 and 2023. The aggregated results, based on a random-effects analysis, reveal a medium-to-large effect size (g = 0.736), indicating that online peer feedback is more effective in enhancing learners’ writing performance. Univariate meta-regression analysis shows that moderator variables such as English proficiency level and task genre influence the overall effect sizes. Specifically, online peer feedback appears more effective for advanced learners in improving argumentative writing. Further, multivariate meta-regression identifies peer training method as a significant moderator; interaction effects between this and other variables are detected using a fixed-effect model, leading to the proposal of effective combinations. Finally, this study offers practical recommendations for implementing online peer feedback to effectively enhance EFL/ESL learners’ writing skills.</p>