INVESTIGATING EFL STUDENTS’ PERCEPTIONS OF UTILIZING PEER FEEDBACK IN WRITING IMPROVEMENT

Abstract

The study investigated students’ perceptions of peer feedback in developing writing skills as
well as the difficulties they have to deal with while participating in PF activities. Questionnaire was used
to collect quantitative data from 70 fourth-year English majors. The results showed that most students are
well aware of the benefits of PF, which helps them develop their collaboration skills, critical thinking, selfassessment, improve grammar, spelling, vocabulary, and provides them with new perspectives to develop
their writing skills. However, there are still many barriers that prevent this activity from being effective in
the classroom. Based on the results of the study, the researchers have some recommendations for students
and teachers to help them overcome difficulties while participating in PF activities.