A CASE STUDY ON PEER FEEDBACK TOWARDS EFL STUDENTS IN AN INTERNATIONAL CLASSROOM : A Descriptive Study of Lab Reports

In the process approach of teaching writing, peer feedback has been applied by teachers to reinforce learners’ writing development. Noticeably, there have been some doubts towards the implementation of this approach. The study aims to investigate peer feedback towards EFL students in an international science classroom. The purposes were to explore the types of feedback, learners’ perception towards peer feedback, and how learners take their peer’s feedback into future writing. Data were collected through text analysis, questionnaire and interview, where both quantitative and qualitative analyses were carried out. Results confirmed that learners endure a positive attitude towards the peer feedback session in the development of their lab reports, which was acknowledged to be an effective tool towards the enhancement of their writing quality and ability. Additionally, the commentary feedbacks were used into future writing when it was found to be fruitful and supportive of their text. As a result, the activity encouraged an autonomous learning experience, where there was a positive collaboration amongst peers in the form of knowledge exchange which was supportive towards the development of writing/future writing. Some recommendations have been provided regarding the practice of peer feedback and future researches. Key words: peer feedback; types of feedback; learner’s perceptio