Peer feedback as a strategy to improve writing skills in b1 level efl students
Abstract
Developing proficient writing skills in a foreign language poses challenges for learners of English as a Foreign Language (EFL), particularly at the B1 proficiency level. In this situation, peer feedback has emerged as a promising strategy to enhance writing abilities by providing learners with diverse perspectives and constructive input. This qualitative study explores peer feedback's effectiveness in improving writing skills in B1-level EFL students, focusing on their experiences, perceptions, and attitudes towards the feedback process. Participants in this study are 4th-semester students enrolled in the Pedagogy of National and Foreign Languages career at University Statal Milagro. Through purposeful sampling, participants were selected based on their B1-level English proficiency, ensuring homogeneity in language skills and targeting their developmental stage in writing. The study employed a qualitative research design, incorporating semi-structured interviews as the primary data collection method. The research process involved multiple phases. Participants underwent a pre-test to assess their initial writing skills.
Following this, they received training on providing peer feedback using the proofreading marks technique. Subsequently, participants completed writing tasks and engaged in peer feedback sessions, where they exchanged written work with peers and offered feedback using the proofreading marks technique. In-depth qualitative data used semi-structured interviews to gather their experiences with peer feedback. The analysis of the interviews revealed several themes. Participants perceived peer feedback as highly beneficial, providing multiple perspectives and valuable insights for improving their writing.
Moreover, the process fostered reflective and constructive practices, enhancing self-assessment skills and a greater focus on revision and editing. During the feedback sessions, some challenges arose, and participants demonstrated the ability to overcome them through open communication and clarification-seeking strategies. The alignment of peer and instructor feedback further validated the significance of peer feedback in addressing common writing errors. Additionally, participants reported increased confidence to provide constructive feedback to their peers, facilitated by the training on the proofreading marks technique. Based on these findings, the study concludes that peer feedback is an effective strategy for improving writing skills in B1-level EFL students. The results emphasize integrating peer feedback practices into language learning environments to foster collaborative and supportive learning communities. Furthermore, the study recommends conducting longitudinal research with more extensive and diverse samples to ascertain the long-term effects of peer feedback and to explore its applicability across different language proficiency levels.
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References
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