Integrating students’ peer feedback strategy into the EFL writing classes: Practices and orientations

Several studies have investigated the impact of students’ peer assessment and feedback on learners’ progress in EFL writing classes. However, few have explored students’ perceptions of it. This paper addresses this gap by exploring student peer assessment and feedback using rubrics to enhance classroom writing practices. The study employed action research to explore students' attitudes and practices towards the process-oriented approach to writing, examine the role of the Zone of Proximal Development (ZPD) in the learning process, students' attitudes toward peer feedback, and the challenges associated with peer assessment and feedback in EFL writing classes. A qualitative research design was adopted in this study utilizing a writing rubric and a classroom observation checklist. Additional data were gathered using structured interviews and students’ reflective reports. In the findings, the participants often avoided applying the process-oriented approach due to time constraints. However, applying the Zone of Proximal Development supported meaningful learning experiences and deepened peer-to-peer engagement although most students appreciated peer review and feedback; they faced difficulties due to limited background knowledge, low confidence, and limited understanding of how to evaluate peers' work. The findings identify a need for further support and scaffolding to enhance peer-to-peer assessment in EFL writing classes.