THE USE OF PEER FEEDBACK TRAINING IN AN EFL WRITING COURSE: A COLLABORATIVE ACTION RESEARCH

Abstract

ABSTRACT This study aims at investigating the impacts of peer feedback training on peer feedback activity of English-majored sophomores in a writing course within a TESOL honours program. It also explores the extent to which peer feedback practice is beneficial for students’ writing competence. In order to achieve these aims, a collaborative action research design will bewas employed over the period of five weeks in a class of 21 EFL students. Data will bewere collected through the students’ writing artefacts, followed by interviews with students and the teacher and classroom observations. Findings of this study are expected toand their implications are useful for assist EFL writing teachers in similar contexts who wish to make the best use of peer feedback activity in their courses to improve students’ writing competence.