KJCKorea
Journal Central

@article{ART003375593},
author={Hee-Joo Im and Eunkyung Hwang},
title={University Students’ Engagement with Peer Feedback: The Dissociation Between Revision Completeness and Reflection},
journal={The Journal of Transdisciplinary Studies},
issn={2586-5439},
year={2026},
volume={10},
number={2},
pages={139-152},
doi={10.22685/jts.2026.10.2.139}

TY - JOUR
AU - Hee-Joo Im
AU - Eunkyung Hwang
TI - University Students’ Engagement with Peer Feedback: The Dissociation Between Revision Completeness and Reflection
JO - The Journal of Transdisciplinary Studies
PY - 2026
VL - 10
IS - 2
PB - The Society for Transdisciplinary Studies
SP - 139
EP - 152
SN - 2586-5439
AB - Objectives: This study reconceptualizes peer feedback effectiveness in a college general English writing activity through a three-dimensional engagement framework (behavioral, cognitive, affective), moving beyond whether feedback is taken up to how learners engage with it and what quality of revision results. Methods: Data were collected in the spring semester of 2026 (first drafts in Week 2; peer feedback and revision in Week 6). Paired first and second drafts underwent close comparative reading to code the completeness of each actionable feedback unit (successful, partial/incomplete, or no revision) and the revision operation involved (surface vs. meaning changes); each unit was initially coded with a large language model (LLM)-assisted procedure and exhaustively verified by the researcher against both drafts. Cognitive and affective engagement were captured from written re- flections and post-course attitude items; the analyses covered 981 codable units from 231 students. Results: A striking dissociation emerged: the aspects of feedback students said they understood or acted upon in reflection were statistically unrelated to what they actually completed in revision. Meaning (content) revisions were significantly less likely to be com- pleted than surface (form) revisions, and no attitude item significantly predicted completeness. Case analyses identified three patterns: aligned execution, aligned selective rejection, and reflection-execution dissociation. Whether feedback was revised to completion depended far more on the individual student than on proficiency level or feedback type; nearly half of the students who reflected most actively were nonetheless low completers. Conclusions: The findings caution against using reflection or self-report as proxies for revision quality and call for pedagogy that scaffolds the translation of engagement into completed, accurate revision.
KW - L2 writing;Learner engagement;Peer feedback;Reflection;Revision quality
DO - 10.22685/jts.2026.10.2.139
ER -

Hee-Joo Im and Eunkyung Hwang. (2026). University Students’ Engagement with Peer Feedback: The Dissociation Between Revision Completeness and Reflection. The Journal of Transdisciplinary Studies, 10(2), 139-152.

Hee-Joo Im and Eunkyung Hwang. 2026, "University Students’ Engagement with Peer Feedback: The Dissociation Between Revision Completeness and Reflection", The Journal of Transdisciplinary Studies, vol.10, no.2 pp.139-152. Available from: doi:10.22685/jts.2026.10.2.139

Hee-Joo Im, Eunkyung Hwang "University Students’ Engagement with Peer Feedback: The Dissociation Between Revision Completeness and Reflection" The Journal of Transdisciplinary Studies 10.2 pp.139-152 (2026) : 139.

Hee-Joo Im, Eunkyung Hwang. University Students’ Engagement with Peer Feedback: The Dissociation Between Revision Completeness and Reflection. 2026; 10(2), 139-152. Available from: doi:10.22685/jts.2026.10.2.139

Hee-Joo Im and Eunkyung Hwang. "University Students’ Engagement with Peer Feedback: The Dissociation Between Revision Completeness and Reflection" The Journal of Transdisciplinary Studies 10, no.2 (2026) : 139-152.doi: 10.22685/jts.2026.10.2.139

Hee-Joo Im; Eunkyung Hwang. University Students’ Engagement with Peer Feedback: The Dissociation Between Revision Completeness and Reflection. The Journal of Transdisciplinary Studies, 10(2), 139-152. doi: 10.22685/jts.2026.10.2.139

Hee-Joo Im; Eunkyung Hwang. University Students’ Engagement with Peer Feedback: The Dissociation Between Revision Completeness and Reflection. The Journal of Transdisciplinary Studies. 2026; 10(2) 139-152. doi: 10.22685/jts.2026.10.2.139

Hee-Joo Im, Eunkyung Hwang. University Students’ Engagement with Peer Feedback: The Dissociation Between Revision Completeness and Reflection. 2026; 10(2), 139-152. Available from: doi:10.22685/jts.2026.10.2.139

Hee-Joo Im and Eunkyung Hwang. "University Students’ Engagement with Peer Feedback: The Dissociation Between Revision Completeness and Reflection" The Journal of Transdisciplinary Studies 10, no.2 (2026) : 139-152.doi: 10.22685/jts.2026.10.2.139