Chapter 14. Integrating Multimodal Feedback with Feedback Phrase Banks: An Effective Approach for L2 Peer Review
Ibtesam Hussein and Sonia I. López-López
Abstract
Peer feedback is a valuable tool in ESL writing classes, enabling second language writers to learn from their peers rather than just from their teachers when they engage with feedback. Developing peer feedback skills in L2 writers is a goal for writing instructors. However, the key to making feedback more engaging is finding effective methods. With technological advances, multimodal feedback combined with feedback phrases is hoped to be a promising approach for L2 peer feedback, helping students overcome their fear of critiquing their peers' work by giving them the opportunity to engage in a collaborative and safe environment. The main objectives of the activity are to enhance communication, boost confidence, and develop peer feedback skills, particularly in the context of L2 writing classes.
About the Contributors
Ibtesam Hussein teaches ESL at the University of Idaho. She is interested in teacher training, and the impact of L2 teachers’ classroom practices on L2 academic success. She has published articles in the Journal of English for Academic Purposes and the Journal of Applied Teaching and Learning.
Sonia I. López-López holds a PhD in Language, Literacy, and Technology and two master’s degrees: one in teaching (K-8) and another in foreign languages and cultures (Spanish). Sonia works as a program coordinator and instructor at Washington State University in Pullman. She teaches classes in Spanish and English as a second language, as well as Spanish for heritage speakers.
Citation
Hussein, I., & López-López, S. I. (2026). Integrating multimodal feedback with feedback phrase banks: An effective approach for L2 peer review. In A. E. Dawes & K. Jurns (Eds.), Cultivating confidence in L2 writing: Communicative and peer review practices. Candlin & Mynard. https://doi.org/10.47908/44/14
Peer feedback is a valuable tool in ESL writing classes, enabling second language writers to learn from their peers rather than just from their teachers when they engage with feedback. Developing peer feedback skills in L2 writers is a goal for writing instructors. However, the key to making feedback more engaging is finding effective methods. With technological advances, multimodal feedback combined with feedback phrases is hoped to be a promising approach for L2 peer feedback, helping students overcome their fear of critiquing their peers' work by giving them the opportunity to engage in a collaborative and safe environment. The main objectives of the activity are to enhance communication, boost confidence, and develop peer feedback skills, particularly in the context of L2 writing classes.
About the Contributors
Ibtesam Hussein teaches ESL at the University of Idaho. She is interested in teacher training, and the impact of L2 teachers’ classroom practices on L2 academic success. She has published articles in the Journal of English for Academic Purposes and the Journal of Applied Teaching and Learning.
Sonia I. López-López holds a PhD in Language, Literacy, and Technology and two master’s degrees: one in teaching (K-8) and another in foreign languages and cultures (Spanish). Sonia works as a program coordinator and instructor at Washington State University in Pullman. She teaches classes in Spanish and English as a second language, as well as Spanish for heritage speakers.
Citation
Hussein, I., & López-López, S. I. (2026). Integrating multimodal feedback with feedback phrase banks: An effective approach for L2 peer review. In A. E. Dawes & K. Jurns (Eds.), Cultivating confidence in L2 writing: Communicative and peer review practices. Candlin & Mynard. https://doi.org/10.47908/44/14
Information About the Book
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Title: Cultivating Confidence in L2 Writing: Communicative and Peer Review Practices
Editors: Edited by Ashton E. Dawes and Kathryn Jurns Publication date: May 2026 Read more... |