Exploring the Effect of Peer Feedback on Improving EFL Students’ Written Production: The Case of Second-Year EFL Students at the English department at Tlemcen University

Abstract

This study examines the impact of peer feedback sessions on second-year English as a Foreign Language (EFL) writing courses at Tlemcen University, Algeria. The study evaluates the influence of peer evaluation on students' writing skills and collects viewpoints from students and teachers via distinct surveys. The study does a comparative analysis of several instructional approaches and investigates disparities in feedback provided by peers and teachers. Data gathering strategies encompass the utilization of customized surveys designed specifically for students and teachers. The results demonstrate substantial enhancements in writing proficiency, specifically in certain domains, which can be linked to the use of peer feedback. Suggestions for improving peer feedback procedures involve setting explicit guidelines, cultivating nurturing classroom environments, and boosting trainer support. These findings provide useful insights for instructors who want to enhance writing education in English as a Foreign Language (EFL) environments.