<abstract xmlns="http://www.w3.org/1999/xhtml"><p> This study examines the role of peer feedback in improving writing skills. It observes students’ reactions and attitudes towards giving and receiving peer and teacher feedback. The data were gathered via qualitative and quantitative approaches. The instruments used for the research purpose were: teacher questionnaire, student questionnaire, written samples of teacher feedback and written samples of peer feedback. The participants involved in this study were 45 Albanian and Macedonian students studying at the South East European University in Tetovo. There were also ten teacher participants, employees at the South East European University. The findings indicate that even though students rank teacher feedback as the most important kind of feedback they find peer feedback very beneficial. The results of the study imply that peer feedback is more helpful for higher proficiency students. Students with better writing skills gave more effective feedback and, in turn, applied the feedback received more successfully. From the results of the research, it is recommended that teachers should first teach students how to give peer feedback and then allow them to practice it more frequently. It is concluded that students respond to both teacher and peer feedback equally. The results prove that giving and receiving peer feedback enhances the students’ writing quality, especially as regards content and organization and it also improves critical thinking and establishes a better rapport between the students.</p></abstract>

This study examines the role of peer feedback in improving writing skills. It observes students’ reactions and attitudes towards giving and receiving peer and teacher feedback. The data were gathered via qualitative and quantitative approaches. The instruments used for the research purpose were: teacher questionnaire, student questionnaire, written samples of teacher feedback and written samples of peer feedback. The participants involved in this study were 45 Albanian and Macedonian students studying at the South East European University in Tetovo. There were also ten teacher participants, employees at the South East European University. The findings indicate that even though students rank teacher feedback as the most important kind of feedback they find peer feedback very beneficial. The results of the study imply that peer feedback is more helpful for higher proficiency students. Students with better writing skills gave more effective feedback and, in turn, applied the feedback received more successfully. From the results of the research, it is recommended that teachers should first teach students how to give peer feedback and then allow them to practice it more frequently. It is concluded that students respond to both teacher and peer feedback equally. The results prove that giving and receiving peer feedback enhances the students’ writing quality, especially as regards content and organization and it also improves critical thinking and establishes a better rapport between the students.

The Role of Peer Feedback in Developing Better Writing Skills

Language Centre, South East European University, Tetovo

SEEU Review

{"article-title":"The Role of Peer Feedback in Developing Better Writing Skills"}

This study examines the role of peer feedback in improving writing skills. It observes students’ reactions and attitudes towards giving and receiving peer and...

The Role of Peer Feedback in Developing Better Writing Skills

Data publikacji: 01 lut 2013

Zakres stron: 42 - 62

DOI: https://doi.org/10.2478/v10306-012-0003-8

This content is open access.