THE IMPACT OF GIVING AND RECEIVING PEER FEEDBACK ON THE PRODUCT OF UNDERGRADUATE EFL STUDENTS’ WRITING PROJECTS

Abstract

This research investigates the impact of giving and receiving peer feedback on the writing projects of undergraduate EFL students. The study involved six Indonesian undergraduate students enrolled in an article writing course, who participated in peer feedback activities. Using qualitative case study methods, data were collected through interviews, questionnaires, and document analysis to assess the students' experiences. The data was analyzed using an interactive model including data condensation, data display, and conclusion drawing. The study found that peer feedback significantly improved students' writing by enhancing their skills in spelling, grammar, and idea development. It also revealed that both giving and receiving feedback played crucial roles in boosting students' writing performance, confirming theories that peer feedback fosters effective revision and overall writing quality.