Structured peer feedback for authorial voice development
A proof-of-concept study with Chinese doctoral writers in the UK
Bibliographic Data
| ID | 7159102 |
|---|---|
| Authors | Jaqueline Mckinley (0000-0002-9949-8368, University College London, corresponding author), Dandan Zhu (0000-0001-6436-7088, Shenzhen University), Nathan Thomas (0000-0002-3245-8572, University College London) |
| Year | 2025 |
| Volume | 78 |
| Pages | 101583 |
| Publication date | 2025-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of English for Academic Purposes (JOURNAL) |
| Journal identifiers | ISSN: 1475-1585 • E-ISSN: 1878-1497 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.jeap.2025.101583 |
| OpenAlex | W4414905844 |
| Language | EN |
| Citations received | 1 |
| References cited | 34 |
This small-scale qualitative study explores how structured peer feedback can support the development of academic writing and authorial voice among Chinese doctoral students writing in English. Situated in a UK university, the study involved three Chinese PhD candidates who participated in guided peer feedback sessions using an adapted appraisal framework. The framework focused on aspects of writer identity. Through text-based analysis and reflective interviews, the study found that structured peer feedback helped participants refine their authorial positioning, enhance clarity and intentionality in their writing, and increase critical awareness of academic discourse norms. The findings highlight the potential of peer feedback as a complementary practice alongside supervisory feedback, providing a lower-stakes environment for doctoral writers to negotiate linguistic and rhetorical challenges. While exploratory in scope, this proof-of-concept study contributes to understandings of peer learning in doctoral education for L2 writers. It suggests that structured peer feedback initiatives can promote writer autonomy and identity development. Implications for English for Academic Purposes (EAP) support services and doctoral training programmes are discussed
Academic writing · Autonomy · CLARITY · Conversation · Conversation analysis · English for academic purposes · Negotiation · Peer feedback · Rhetorical question · Situated · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Reflective Practices in Education
The Language of Evaluation
Writing and Identity
To give is better than to receive
Obeying, following, imitating, and hoping to shape the academic habitus
Tracing development
A Chinese doctoral student’s experience of L2 English academic writing in Australia
Manipulating texture and cohesion in academic writing
Elements of doctoral apprenticeship
Getting to “the Upper End of the Novice Zone”
Feedback engagement of Chinese international doctoral students
Critical Argument and Writer Identity
Learning together through collaborative writing
Integrating appraisal theory with possible selves in understanding university EFL writing
The ‘Write’ Skills and More
Writing Strategies as Acts of Identity
Exploring the affordances of generative AI large language models for stance and engagement in academic writing
A bibliometric study of EAP research
Feedback as socialization in doctoral education
Writing groups for doctoral education
Supervisors matter, but what about peers? The distinct contributions of quality supervision and peer support to doctoral students' research experience
The best of both worlds? Towards an English for Academic Purposes/Academic Literacies writing pedagogy
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |