An Investigation into the Effect of Peer Group Responses on EFL Writing Achievement

The objective of the present paper is to shed some light on peer feedback in EFL writing courses. In recent years, with regard to teaching writing, there has been a total shift of approach, from product-orientation to process-orientation. A key component of the latter is peer assessment in which learners read each other's compositions and provide feedback to the writer, based on the teacher's guidelines. It is widely assumed that this may help them improve their writing much better and even faster than teacher's feedback. Attempt has also been made to discuss the advantages and probable disadvantages of this technique also know as peer review, peer editing, and peer evaluation.