Integrating Peer Feedback In Project-Based Academic Writing Instruction: A Detailed Qualitative Study

This qualitative study explores undergraduate students’ perceptions of integrating peer feedback within project-based academic writing instruction. Using semi-structured interviews, focus group discussions, and document analyses, the research investigates how peer feedback practices influence students’ writing development, critical reflection, and collaborative engagement. Findings show that peer feedback encourages reflective revision, enhances motivation and community learning, and improves awareness of academic writing conventions. However, challenges related to feedback quality and reviewer confidence suggest the need for structured support and training. These results provide valuable insights for writing instructors and curriculum designers seeking to integrate peer review into project-based learning frameworks.

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