Abstract

This study investigates EFL learners’ perceptions of peer feedback in English writing classes, combining quantitative data from 325 students and qualitative data from 15 interview participants to gain a comprehensive understanding of students’ experiences. The participants, who possessed intermediate to upper-intermediate English proficiency, completed a questionnaire and participated in semi-structured interviews to provide a comprehensive picture of their experiences. In terms of quantitative results, most participants have a positive attitude towards peer feedback since they consider that it helps to improve the quality of their writing, encourages the development of critical thinking skills and facilitates learner autonomy. The qualitative data indicated that peers’ feedback enabled students to view their content ideas in a different way and learn of new language expressions and writing rules. Others valued the motivation and classroom environment that came with being connected to other learners. However, challenges were raised on the reliability of peer comments, emotional unease and unwillingness to criticize especially towards less capable classmates. These findings suggest that while peer feedback is generally valued, its effectiveness depends heavily on providing structured training and fostering trust among learners. The findings emphasise the significance of teacher support in developing students’ peer-assessment skills for meaningful participation.

Keywords

Peer Feedback, EFL Writing, Learner Perceptions, Critical Thinking, Learner Autonomy,

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References

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