Exploring the Effectiveness of Peer Feedback in the EFL Writing Classes (The Case of Second Year BMD Students at IBN KHLDOUN University

Abstract

Learners find ease in learning from their peers as they find listening to their opinions while correcting and understanding each other’s thoughts very useful. Since peer feedback is not less important than teachers’ feedback, the current study is set to explore the efficiencies of peer feedback in EFL writing classes. Also it aims to discover proper techniques that could help implementing it in classes more often. The study was conducted at Ibn Khaldoun University of Tiaret in which data were gathered from second year LMD students and teachers of English. The instruments that were used in the study work consisted of questionnaire for students and interview for teachers. The finding revealed that peer feedback was not used continuously in EFL writing classes because they are skeptical of how students may handle it. They also argued that peers’ feedback may cause problems and low selfconfidence between students.