Peer Feedback Strategies for Writing in Intermediate ESL Courses

Abstract

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.

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