This study examined the influence of peer feedback and review on individual writing achievement and self-efficacy. Undergraduate first-year composition students engaged in normal instructional activities used the Eli Review program in order to conduct peer feedback and review sessions. Using the data collected from surveys and through the web-based peer review system Eli Review, the influence of giving and receiving writing feedback in peer review groups on both individual writing achievement and individual self-efficacy was modeled using a social-network analysis methodology. The findings showed that students did not improve over the course of the semester in achievement or self-efficacy. Additionally, social network analysis suggested a negative relationship between the quality of feedback received on writing achievement, while no relationship was found between the quality of feedback given on writing achievement and self-efficacy. The findings suggest that practitioners should focus on modeling the feedback cycle, specifically ways to incorporate feedback into the revision process. -- Abstract.
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