Prior research has suggested that participation in peer feedback activities, specifically the giving and receiving of comments, and the implementation of suggested ideas helps to improve writing quality. However, it is not always the case that received feedback is implemented. Currently, there is uncertainty regarding how the total number of comments received during a peer feedback activity interacts with the number of implemented comments and subsequent text quality. Therefore, the present study examined the online peer feedback sessions of 186 graduate students enrolled in a scientific writing course at a Korean university. It aimed to investigate the possible moderating effect of the total number of comments on the relationship between implementation of comments and student writing performance. The results showed that there is no relationship between the number of received comments and student writing performance. Furthermore, no significant correlation was observed between the number of implemented comments and student writing performance. However, importantly, a moderating effect of the total number of comments on the relationship between implementation of comments and student writing performance was found. In other words, the more total comments students receive, the less their implementation will be associated with significant improvement of writing quality. This result is significant because it suggests that in online collaborative learning contexts, there is an upper limit of peer comments, above which the original author can no longer effectively implement them to improve writing performance.

中文翻译：

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评论总数对评论实施与在线同行支持写作绩效之间关系的调节作用


先前的研究表明，参与同行反馈活动，特别是提出和接收评论以及实施建议的想法有助于提高写作质量。然而，收到的反馈并不总是得到落实。目前，在同行反馈活动期间收到的评论总数如何与已实施的评论数量和随后的文本质量相互作用尚不确定。因此，本研究调查了韩国大学科学写作课程的 186 名研究生的在线同伴反馈会议。旨在调查评论总数对评论实施与学生写作成绩之间关系的可能调节作用。结果显示，收到的评论数量与学生的写作成绩之间没有关系。此外，实施评论的数量与学生写作成绩之间没有观察到显着相关性。然而，重要的是，我们发现评论总数对评论实施与学生写作成绩之间的关系有调节作用。换句话说，学生收到的总评论越多，他们的实施与写作质量显着提高的相关性就越小。这个结果很重要，因为它表明在在线协作学习环境中，同行评论是有上限的，超过这个上限，原作者就无法再有效地实施它们来提高写作成绩。