Peer Feedback Strategies for Writing in Intermediate ESL Courses
Keywords:
peer feedback, ESL writing, intermediate learnersAbstract
This article investigates the role of peer feedback strategies in improving writing skills among intermediate ESL learners. As writing is a cognitively demanding skill requiring mastery of grammar, vocabulary, organization, and coherence, peer feedback offers a collaborative and reflective approach to development. The article explores the theoretical underpinnings of peer assessment, practical classroom strategies for its implementation, and the pedagogical advantages and limitations. Special attention is given to training students to give constructive feedback, fostering a supportive classroom environment, and integrating peer feedback with process writing models.
References
1. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
2. Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 Composition: Purpose, Process, and Practice (3rd ed.). Routledge.
3. Hyland, K. (2003). Second Language Writing. Cambridge University Press.
4. Lundstrom, K., & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18(1), 30–43.
5. Min, H.-T. (2006). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing, 15(2), 118–141.
6. Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23–30.
7. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
