A bibliometric analysis of the SCOPUS ‐indexed research on written peer feedback

The present study aimed to explore the major patterns in the available scholarship on peer feedback in the writing classroom. In doing so, a bibliometric approach was utilised, where a nearly exhaustive search was conducted on the SCOPUS‐indexed documents on peer feedback. After compiling a database, the scholarship on peer feedback was divided into three timelines: 2000–2010, 2011–2020 and 2021–2024. The subsequent analysis highlighted the salient research trends in the number of documents published on the topic of peer feedback, the most prolific authors and venues (e.g., academic journals), the most influential institutions and countries, and the most highly researched topics. The results, for example, showed a substantial increase in the number of documents published on peer feedback. The higher number of documents on peer feedback in recent years is probably caused by the increasing attention paid to such notions as learner autonomy, learner engagement with feedback, and more learner‐centred methods of providing feedback. Context and implications Rationale for this study : This study is the first bibliometric analysis of peer feedback research, providing a comprehensive overview of trends and developments in peer feedback research over the past three decades. Why the new findings matter : Our findings provide quantitative insights into research trends on peer feedback in second language writing studies. Implications for researchers and practitioners : Our research findings indicate a steady growth in peer feedback studies over the past three decades. We believe future research will likely focus on digital and multimodal peer feedback, driven by the ubiquity of digital platforms. Researchers should explore how these platforms can enhance peer feedback practices and improve learner engagement. Additionally, we recommend that researchers conduct empirical studies within multimodal spaces, focusing on learners as both providers and receivers of feedback. These studies can offer practical insights that can be directly applied by teachers to improve feedback practices in the classroom.