Enhancing EFL Writing Proficiency through Peer Feedback: A Mixed-Method Analysis
DOI:
https://doi.org/10.15503/jecs2025.3.363.382Keywords:
peer feedback, writing skills, EFL learners, case study, self-efficacyAbstract
Aim. This research attempts to examine the use of peer feedback to enhance writing skills and reveal the changes in students' performance and attitudes before and after the tests. In the EFL context, writing is crucial to becoming proficient in syntax, grammar, and vocabulary as it assists learners in expressing their thoughts concisely and critically.
Method. Peer feedback plays a pivotal role in developing writing skills among EFL learners by presuming multiple viewpoints, promoting collaborative learning and presenting opportunities for constructive evaluation, which mutually results in enhanced proficiency in writing. Following Vygotsky's Sociocultural Theory (1978) as a framework, 40 students were selected randomly from undergraduates and analysed using a mixed-method approach.
Results. The results reveal that peer feedback enhances the content of writing. Besides improving critical reading and thinking skills, it enables students to acknowledge their strengths and weaknesses in their writing. The research also encourages language learners to write regularly and precisely.
Conclusion. This study can be helpful to bridge the gap between the learner and the instructor. It enhances our learning process and enables us to motivate and engage in the writing process. The research concludes that peer feedback is an integral component of effective language learning and offers solutions to reduce errors in writing. This research recommends that other researchers compare peer and teacher reviews to clarify which feedback is most suitable for students to improve their writing skills.
Downloads
References
Ajmal, M., Maqbool, S., Pavlikova, M., Alam, S. (2025). Investigating teacher-student emotional dynamics in English language teaching: Examining co-regulation techniques and their impact on learning outcomes. World Journal of English Language, 15(3), 215-224. https://doi.org/10.5430/wjel.v15n3p215
Al Abri, A., Al Baimani, S., & Bahlani, S. (2021). The role of web-based peer feedback in advancing EFL essay writing. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 22(1), 374–390.
Alam, S. (2023). Pedagogical implications in EFL classrooms: A reflective praxis of vocabulary strategies and techniques. Journal of Language Teaching and Research, 14(5), 1422-1429. https://doi.org/10.17507/jltr.1405.31
Alam, S. (2024). Efficacy of mixed model instruction to improve English language skills of business management students: An experimental study. Journal of Education Culture and Society, 15(2), 387–402. https://doi.org/10.15503/jecs2024.2.387.402
Alam, S. (2025a). Effects of multimedia inputs on improving the grammatical accuracy of students’ speaking skills: An experimental study. Theory and Practice in Language Studies, 15(5), 1579–1590. https://doi.org/10.17507/tpls.1505.23
Alam, S. (2025b). Impact of mobile-facilitated peer feedback platform on improving the accuracy of spoken English: An experimental study. International Journal of Information and Education Technology, 15(2), 212-219. https://doi.org/10.18178/ijiet.2025.15.2.2234
Alam, S. (2025c). Measuring the effects of mobile and social networking technology on enhancing English language skills: A comparative study. International Journal of Interactive Mobile Technologies (iJIM), 19(01), 79–92. https://doi.org/10.3991/ijim.v19i01.51427
Alam, S., & Usama, M. (2023). Does e-feedback impact minimising ESL writing errors? An experimental study. International Journal of Emerging Technologies in Learning (IJET), 18(04), 156–169. https://doi.org/10.3991/ijet.v18i04.36349
Alam, S., Ahmad, F., & Biryukova, Y. N. (2024). Incorporating Artificial Intelligence and MALL strategies in EFL classrooms: Interactive Pedagogical Praxis. Journal of Education Culture and Society, 15(1), 181-198. https://doi.org/10.15503/jecs2024.1.181.198
Alam, S., Hameed, A., Madej, M. & Kobylarek, A. (2024). Perception and practice of using artificial intelligence in education: An opinion based study. XLinguae 17(1), 216-233. https://doi.org/10.18355/XL.2024.17.01.15
Alam, S., Madej, M., Warda, W. U., & Kobylarek, A. (2024). Utilizing process drama in education: a study of pedagogical perceptions. XLinguae, 17(2), 132–149. https://doi.org/10.18355/XL.2024.17.02.09
Alam, S., Usama, M., Alam, M. M., Jabeen, I., & Ahmad, F. (2023). Artificial intelligence in a global world: A case study of Grammarly as e-Tool on ESL learners' writing of Darul Uloom Nadwa. International Journal of Information and Education Technology, 13(11), 1741–1747. https://doi.org/10.18178/ijiet.2023.13.11.1984
Alam, S., Usama, M., Hameed, A., & Iliyas, S. (2024). Analysing Facebook mobile usage: Efficacy and ESL learners’ writing proficiency. International Journal of Interactive Mobile Technologies, 18(03), 60–74. https://doi.org/10.3991/ijim.v18i03.44959
Albelihi, H. H. M., & Al-Ahdal, A. A. M. H. (2021). EFL students' writing performance: A study of the role of peer and small-group feedback. Journal of Language and Linguistic Studies, 17(4), 2224-2234.
Amir, M. S., Alam, S., Saudi, T. T., & Ahmad, F. (2025). Incorporating ‘Flipped Classroom Model’: Developing English speaking skills of engineering students. International Journal of Information and Education Technology, 15(4), 686-695.
Bai, B., & Guo, W. (2021). Motivation and self-regulated strategy use: Relationships to primary school students' English writing in Hong Kong. Language Teaching Research, 25(3), 378–399. https://doi.org/10.1177/1362168819859921
Barroga, E., & Matanguihan, G. J. (2021). Creating logical flow when writing scientific articles. Journal of Korean Medical Science, 36(40), Article e275. https://doi.org/10.3346/jkms.2021.36.e275
Beg, B., Amir, A., Alam, S., Kralik, R., & Warda, W. U. (2025). Investigating the efficiency of the rotation model in improving first-year undergraduate ESL learners ‘writing: A quasi-experimental study. World Journal of English Language, 15(2), 357-367. https://doi.org/10.5430/wjel.v15n2p357
Berridge, E. (2009). Peer interaction and writing development in a social studies high school classroom [Partial Fulfilment of the Requirements for the Degree Master of Science and Education]. Online Submission.
Brookhart, S. M. (2017). How to give effective feedback to your students (2nd ed.). ASCD.
Burkšaitienė, N. (2022). Translation of students' peer feedback for learning English for Specific Purposes (ESP). Findings from a case study in Lithuania. Journal of Education Culture and Society, 13(1), 173-187. https://doi.org/10.15503/jecs2022.1.173.187
Cohen, A. D., & Cavalcanti, M. C. (1990). Feedback on compositions: Teacher and student verbal reports. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 155–177). Cambridge University Press.
Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.
DeFranzo, S. E. (2018). 5 reasons why feedback is important. Snap Surveys. https://www.snapsurveys.com/blog/5-reasons-feedback-important/
ELbashir, B. (2023). Writing skills problems: Causes and solutions. British Journal of Education, 11(5), 52–64. https://doi.org/10.37745/ijelt.13/volln55264
Fakir, S. A., Ajmal, M., Masum, R., Mudhsh, B. A., Alam, S., & Banu, S. (2025). LLMs as effective localised materials for English language learners: A comprehensive framework. Journal of Language Teaching and Research, 16(3), 975–985. https://doi.org/10.17507/jltr.1603.28
Frazier, L. (2016). Sentence processing: A tutorial review. In M. Coltheart (Ed.), Attention and performance 12: The psychology of reading (pp. 559–586). MIT Press.
Geçkin, V., Kızıltaş, E., & Çınar, Ç. (2023). Assessing second-language academic writing: AI vs. human raters. Journal of Educational Technology and Online Learning, 6(4), 1096–1108. https://doi.org/10.31681/jetol.123456
Gee, T. C. (1972). Students’ responses to teacher comments. Research in Teaching English, 6(2), 212–221.
Gibbs, G., & Simpson, C. (2004). Does your assessment support your students’ learning? Journal of Teaching and Learning in Higher Education, 1(1), 1–30.
Ginting, F. Y. (2018). An analysis of students’ ability in using punctuation marks in descriptive paragraph writing. Budapest International Research and Critics Institute-Journal, 1(3), 338–344. https://doi.org/10.33258/birci.v1i3.82
Graham, S., & Harris, K. R. (2017). Reading and writing connections: How writing can build better readers (and vice versa). In C. Ng and B. Bartlett (Ed.), Improving reading and reading engagement in the 21st century: International research and innovation (pp. 333–350). Springer.
Guenette, D. (2007). Is feedback pedagogically correct?: Research design issues in studies of feedback on writing. Journal of Second Language Writing, 16(1), 40–53. https://doi.org/10.1016/j.jslw.2007.01.001
Gyau, B. A. (2020). Punctuation errors in the writings of Abetifi Presbyterian Senior High School students, Abetifi-Kwahu [Doctoral dissertation, University of Education, Winneba]. http://41.74.91.244:8080/handle/123456789/3544
Habley, W. R., Bloom, J. L., & Robbins, S. (2012). Increasing persistence: Research-based strategies for college student success. John Wiley & Sons.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101. https://doi.org/10.1017/S0261444806003399
Kellogg, R.T., Raulerson, B.A (2007). Improving the writing skills of college students. Psychonomic Bulletin & Review, 14(1), 237–242. https://doi.org/10.3758/BF03194058
Kobylarek, A. (2021). Post-pandemic challenges for learning communities. Journal of Education Culture and Society, 12(1), 5–11. https://doi.org/10.15503/jecs2021.1.5.11
Kobylarek, A., Alaverdov, E., Jakubowska, L., (2021). The significance of a pandemic in teaching foreign languages, with special regard to the teaching of seniors. XLinguae, 14(1), 73-80.
Latifi, S., Noroozi, O., & Talaee, E. (2021). Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes. British Journal of Educational Technology, 52(2), 768–784.
Lee, I. (2008). Student reactions to teacher feedback in two Hong Kong secondary classrooms. Journal of Second Language Writing, 17(3), 144–164.
Lee, N. S. -c. (2009). Written peer feedback by EFL students: Praise, criticism, and suggestion. Komaba Journal of English Education, 129-139. http://park.itc.u-tokyo.ac.jp/eigo/KJEE/001/129-139.pdf
Li, L., & Gao, F. (2015). The effect of peer assessment on project performance of students at different learning levels. Assessment & Evaluation in Higher Education, 41(6), 885–900. https://doi.org/10.1080/02602938.2015.1048185
Light, R.J., & Pillemer, D.B. (1984). Summing up: The science of reviewing research. Harvard University Press.
Liu, N. F., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279–290. https://doi.org/10.1080/13562510600680582
Loan, N. T. T. (2018). Implementing peer-feedback in paragraph-writing classes at a Thai university. In A. Ahmed (Ed.), Knowledge mobilization in TESOL (pp. 30–42). https://doi.org/10.1163/9789004392472_003
Lundstrom, K., & Baker, W. (2009). To give is better than to receive: the benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18(1), 30–43.
Mahant, P. K., Alam, S., Ghosh, S., & Jabeen., I. (2023). Shifting learning atmosphere through process drama: teaching English POS in Indian classrooms. World Journal of English Language, 13(8), 288-298. https://doi.org/10.5430/wjel.v13n8p288.
Mangelsdorf, K. (1992). Peer reviews in the ESL composition classroom: What do the students think. ELT Journal, 46(3), 274–284.
McDonough, J., & McDonough, S. (2014). Research methods for English language teachers. Routledge.
Min, H. T. (2016). Effect of teacher modeling and feedback on EFL students’ peer review skills in peer review training. Journal of Second Language Writing, 31, 43-57. https://doi.org/10.1016/j.jslw.2016.01.004
Nelson, M. (2004). The nature of feedback: How different types of peer feedback affect writing performance [Partial Fulfillment of the Requirements for the Degree Master of Arts]. University of Pittsburgh.
Nguyen, H. H. T. (2009). Teaching EFL writing in Vietnam: Problems and solutions - a discussion from the outlook of applied linguistics. VNU Journal of Science, Foreign Languages, 25(1), 61-66.
Oatley, K., & Djikic, M. (2008). Writing as thinking. Review of General Psychology, 12(1), 9-27. https://doi.org/10.1037/1089-2680.12.1.9
Pham, V. P. H. (2021). The effects of collaborative writing on students’ writing fluency: An efficient framework for collaborative writing. SAGE Open, 11(1). https://doi.org/10.1177/2158244021998363
Shams, A., Alam, S., Khan, A., Kralik, R., & Banu, S. (2025). An analysis of self-regulated learning practices in writing among ESL/EFL learners. Theory and Practice in Language Studies, 15(3), 763–775. https://doi.org/10.17507/tpls.1503.11
Stramkale, L. (2024). Objective feedback: The views of pedagogical study programme students. Journal of Education Culture and Society, 15(1), 85-100. https://doi.org/10.15503/jecs2024.1.85.100
Topping, K. J. (2001). Peer assisted learning: A practical guide for teachers. Brookline Books.
Usama, M., Alam, S., Tarai, S., & Banu, S. (2024). The impact of rotation model on minimizing inflectional morphemes errors in English writing: A comparative study of error analysis. Theory and Practice in Language Studies, 14(2), 307–318. https://doi.org/10.17507/tpls.1402.01
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wu, W., Huang, J., Han, C., & Zhang, J. (2022). Evaluating peer feedback as a reliable and valid complementary aid to teacher feedback in EFL writing classrooms: A feedback giver perspective. Studies in Educational Evaluation, 73, Article 101140. https://doi.org/10.1016/j.stueduc.2022.101140
Yu, S., & Liu, C. (2021). Improving student feedback literacy in academic writing: An evidence-based framework. Assessing Writing, 48, Article 100525. https://doi.org/10.1016/j.asw.2021.100525
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Farhan Ahmad, Salma Sultan, Aiman Rehman, Jaafar Al Dawood, Wahaj Unnisa Wardha , Musa Ahmed Musa Elhassan
This work is licensed under a Creative Commons Attribution 4.0 International License.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.
