Peer-to-peer dialogue about teachers’ written feedback enhances students’ understanding on how to improve writing skills

Academic writing is a complex competence in higher education. To develop this competence, teachers’ written feedback is vital, especially if it contains feed-up, feed-back and feed-forward information. However, academic writing does not always improve after provision of written feedback. The purpose of this study was to explore if peer-to-peer dialogue between students about teachers’ written feedback does enhance students’ understanding of...