Peer Feedback in Action: Insights from English Education Students on Writing Development

Abstract

Peer feedback serves as a valuable strategy for improving students’ writing proficiency. Over the past forty years, peer assessment, review, and feedback have been widely promoted, with a significant body of research emerging in both first language (L1) and second language (L2) writing. Nevertheless, limited studies have delved into how students perceive and respond to their peers’ written work in varying contexts, as well as the underlying reasons for their reactions. This study aims to explore students’ perspectives on the implementation of peer feedback during the writing of expansion texts. Specifically, it examines students’ emotional responses, their engagement in the feedback process, their reactions to feedback received, and whether the benefits of peer feedback established in earlier research remain relevant to current learners. Employing a qualitative approach and a case study design, the study draws on questionnaire responses and archived materials from two English education students at one of the universities in West Java who participated in peer feedback activities. The findings reveal that self-confidence affects students’ engagement with feedback, while an organized peer feedback process helps in correcting mistakes and improving writing quality. For future research, it is recommended to include a larger sample size, explore different educational levels, and examine the long-term impact of peer feedback on students’ writing development.