Publication Details
Abstract
This study investigates the impact of peer feedback on the development of writing skills in second language learning contexts. Adopting a mixed-method approach, the research combines quantitative assessment of writing performance with qualitative analysis of learner engagement. The statistical results indicate that students participating in structured peer feedback sessions improved their overall writing scores by approximately 20–30%, with the most notable gains observed in coherence, organization, and lexical variation. In contrast, learners exposed only to teacher-centered feedback demonstrated comparatively lower progress, averaging around 10–15% improvement. The findings also reveal a significant increase in revision frequency, suggesting that peer interaction encourages deeper cognitive involvement in the writing process. Beyond measurable outcomes, peer feedback fosters analytical thinking, self-regulation, and audience awareness. The study concludes that when systematically implemented, peer feedback serves as an effective pedagogical tool that enhances both the quality of written output and the learner’s active role in knowledge construction.