Research has shown that engaging students in peer feedback can help students revise documents and improve their writing skills. But the mechanistic pathways by which skills develop have remained untested: Does receiving and providing feedback lead to learning because it produces more extensive revision behavior or is such immediate implementation of feedback unnecessary? These pathways were tested through analyses of the relationships between feedback provided and received, feedback implemented and overall revisions, and improved writing quality in a new article. Overall, the number of revisions predicted growth in writing ability, and both amount of received and provided feedback were associated with being more likely to make revisions. However, providing feedback was also directly related to growth in writing ability.

研究表明，让学生参与同feedback反馈可以帮助学生修改文档并提高他们的写作技巧。但是，技能发展所采用的机械途径尚未得到检验：接收和提供反馈会导致学习，因为它会产生更广泛的修订行为，还是不需要立即实施反馈？通过分析提供和接收的反馈之间的关系，实施的反馈和总体修订以及改善新文章的写作质量，对这些途径进行了测试。总体而言，修订的数量预示着写作能力的增长，而收到和提供的反馈数量均与更容易进行修订有关。但是，提供反馈也与写作能力的增长直接相关。