Implementation of English as a Foreign Language (EFL)

Implementation of EFL Peer Feedback in EFL Classroom

Chapter 1: Introduction

In the educational context, most exams, whether testing a student’s foreign language abilities or other educational skills, often rely on the student's writing skills to measure their knowledge. Despite this, writing receives relatively limited attention in the educational system, which may impact its overall development. Writing effectively is crucial to acquiring and mastering English as a Foreign Language (EFL) (Nguyen, 2016). Effective writing not only aids communication but also nurtures critical thinking and analytical skills. Historically, the examination and instruction of EFL writing have experienced notable changes, progressing from relative unfamiliarity to becoming central in modern language training (Howard & Smith, 2014). Initially, language learning focused on spoken fluency and understanding of written texts, with minimal emphasis on developing writing abilities. This method originated from an assumption that writing in a different language could be seen as complementary to verbal abilities (Huang, 2022; Lee et al., 2016). Nevertheless, with English’s developing importance in the world throughout the second half of this century, EFL writing found reality. In addition, globalization and subsequent societal changes have heightened the need for proficient written English (Howatt & Smith, 2014).

As a result, teachers and scholars started to reassess and broaden their methods of teaching EFL writing. Research into EFL writing instruction started to thrive, examining various methods, techniques, and evaluation measures. The focus on EFL writing has become even more pronounced in the modern age. The emergence of digital technologies, internet communication, and worldwide collaboration has emphasized the importance of proficient writing abilities. Studies in this domain have evolved to address a broad spectrum of concerns, encompassing writing evaluation and input on the influence of customs on writing methodologies (Howatt & Smith, 2014). Recently, an instructional approach that has gained significant acknowledgment and garnered attention in EFL writing situations is the utilization of peer feedback. Peer feedback strategy, also known as peer review, is the learning process whereby the student is allowed to review another student's written work and offer feedback (Liu & Carless, 2006). Thereafter, students are asked to revise their work based on received feedback.

In this research study, I embarked on a design intervention process. In this crucial step, I established a clear objective based on the issues identified during the problem exploration stage. Various potential interventions were considered, each aiming to achieve the set goal. Recognizing the need for expert guidance, I consulted the school's principal, who formerly served as a pedagogical supervisor for languages. Her extensive knowledge and expertise in this area, combined with evidence from relevant literature, were invaluable in selecting the most appropriate strategies to implement in the subsequent phases of the research.

The present study aims to understand whether peer feedback improves Belgian students’ writing skills. It aims to assess the efficiency of peer feedback as a teaching technique in EFL and determine the extent of student involvement in the peer feedback process. The following research questions are designed to guide our research investigation:

1 What are the impacts of implementing EFL peer feedback within educational settings?

Research sub-questions are:

1 How can EFL teachers integrate peer feedback effectively in EFL instruction?

2 What influence do the various proficiency levels among peer’s influence feedback efficacy?

3 To what extent does EFL peer feedback improve independent writing skills?

The research hypothesizes that organized implementation of peer feedback in a classroom focused on EFL writing will result in a statistically notable enhancement in students' writing abilities.

Chapter 2: Theoretical Framework

Peer Feedback Strategy

Peer response strategies have existed as a teaching method in English writing and composition classrooms for many years. Peer feedback transpires in oral or written form and occurs in either pairs or small groups (Connor & Asenavage, 1994). Cui et al. (2021) reiterate that peer reviews and feedback remain an active learning process that comes with benefits, including improvement of students' critical thinking and writing skills. Grounded on the principles of collaborative learning, peer feedback offers students the opportunity to improve their work before final submission (Cui et al., 2021). Research shows that peers can offer valuable contributions to other students' writing skills by offering feedback from a reader’s perspective, which helps stuck students’ progress with their writing work, thus offering room for seeking clarification, questioning ideas, and expressing emotional responses to written text (Peterson, 2010).

More so, peer feedback reiterates and aligns with Donald Groves’ five-step writing procedure including the pre-writing stage, drafting, revising, editing, and publication stage. These stages of writing, especially peer editing, are highly important to investigating EFL peer feedback implementation (Marzano, 2004). The pre-writing stage allows students to develop topics based on their experiences, stick to their interests, and build ideas on the presented challenges (Kamal & Faraj, 2015). Drafting facilitates creating rough drafts and perfecting content while revising allows re-reading and sharing thoughts. EFL students can significantly benefit from this stage through discussions, instructor guidance, and accepting and reflecting feedback while figuring out ways to implement it (Huang, 2022). The editing phase is characterized by restructuring and correction of any mechanical errors, at this stage, EFL students can learn and improve their writing for quality performance, which is then presented in the publication phase. With peer reviews and feedback, errors in students' writing are minimized, encouraging learning, and offering alternatives, especially when students are passive in responding to teacher feedback (Amira & Samiha, 2019). Teachers have a role to play in the peer review process by ensuring that students have the skills to give feedback and revise their drafts based on provided feedback, so they improve the quality of their writing.

Howatt and Smith (2014) write that teachers