EFL Students’ Perceptions of Peer Feedback in Writing Classes at a University in HCM City





peer feedback, writing, academic writing


The study aimed to identify EFL students’ perceptions of peer feedback in writing classes at a university in HCM city. 60 English - major students participated in the study. The researcher employed a quantitative method with survey questionnaire as the instrument. The questionnaire was designed the students to express their perceptions about the importance and the benefits of peer feedback in their writing as well as their problems when they give and receive peer feedback. The data collected was analyzed, using SPSS software version 26. The results indicated that participants had positive responses towards peer feedback in learning writing skills though they faced some difficulties in those activities.  Additionally, the learners responded that feedback from their peers about their writing performance provided them certain benefits, which contributed to improving their final writing products later.

Author Biography

Dang Thi Hong Nhung, Ho Chi Minh City University of Industry and Trade, Vietnam

Ms. Dang Thi Hong Nhung, a PhD candidate of TESOL at Tra Vinh University, is currently working in HCM City, University of Industry and Trade as a full-time teacher of English. She earned a BA in English Language Teaching in 2006 and MA in TESOL in 2010. Her research interests include language teaching and learning and language assessment.


Ballantyne, R., Hughes, K., & Mylonas, A. (2002). Developing procedures for implementing peer assessment in large classes using an action research process. Assessment & Evaluation in Higher Education, 27(5), 427-441. https://doi.org/10.1080/0260293022000009302 DOI: https://doi.org/10.1080/0260293022000009302

Bamford, J. A. (2022). Investigating the impact of peer feedback on the writing performance of EFL learners. CELT Matters Online Journal, 6, 1-12.

Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of second language writing, 14(3), 191-205. https://doi.org/10.1016/j.jslw.2005.08.001 DOI: https://doi.org/10.1016/j.jslw.2005.08.001

Cheng, W., & Warren, M. (2005). Peer assessment of language proficiency. Language testing, 22(1), 93-121. https://doi.org/10.1191/0265532205lt298oa DOI: https://doi.org/10.1191/0265532205lt298oa

Ciftci, H., & Kocoglu, Z. (2012). Effects of Peer E-Feedback on Turkish EFL Students’ Writing Performance. Journal of Educational Computing Research, 46(1), 61-84. https://doi.org/10.2190/EC.46.1.c DOI: https://doi.org/10.2190/EC.46.1.c

Donato, R. (2000). Socio-cultural contributions to understanding the foreign and

second language classroom. In J. P. Lantolf (Ed.), Socio-cultural theory and second language learning, 97-114. Oxford, England: Oxford University Press.

Fan, N. (2023). Exploring the Effects of Automated Written Corrective Feedback on EFL Students’ Writing Quality: A Mixed-Methods Study. SAGE Open, 13(2). https://doi.org/10.1177/21582440231181296 DOI: https://doi.org/10.1177/21582440231181296

Falchikov, N. (1995). Peer feedback marking: Developing peer assessment. Innovations in Education and training International, 32(2), 175-187. https://doi.org/10.1080/1355800950320212 DOI: https://doi.org/10.1080/1355800950320212

Ghadi, S. A. (2016). The effect of employing electronic peer assessment on Iranian EFL learners' writing ability and autonomy. Theory and Practice in Language Studies, 6(12), 2272. http://dx.doi.org/10.17507/tpls.0612.06 DOI: https://doi.org/10.17507/tpls.0612.06

Hovardas, T., Tsivitanidou, O. E., & Zacharia, Z. C. (2014). Peer versus expert feedback: An investigation of the quality of peer feedback among secondary school students. Computers & Education, 71, 133-152. https://doi.org/10.1016/j.compedu.2013.09.019 DOI: https://doi.org/10.1016/j.compedu.2013.09.019

Huisman, B., Saab, N., van den Broek, P., & van Driel, J. (2019). The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis. Assessment & Evaluation in Higher Education, 44(6), 863-880. https://doi.org/10.1080/02602938.2018.1545896 DOI: https://doi.org/10.1080/02602938.2018.1545896

Hyland, K., & Hyland F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83-101. New York, NY: Cambridge University Press. DOI: https://doi.org/10.1017/S0261444806003399

Jalaluddin, I., Paramasivam, S., Husain, S., & Bakar, R. A. (2015). The consistency between writing self-efficacy and writing performance. Journal of Language Teaching and Research, 6(3), 545. http://dx.doi.org/10.17507/jltr.0603.09 DOI: https://doi.org/10.17507/jltr.0603.09

Lee, I (1998). Supporting greater autonomy in language teaching. ELT Journal, 52(4), 282-289. https://doi.org/10.1093/elt/52.4.282 DOI: https://doi.org/10.1093/elt/52.4.282

Nguyen, H. T. (2016). Peer Feedback Practice in EFL Tertiary Writing Classes. English Language Teaching, 9(6), 76-91. DOI: https://doi.org/10.5539/elt.v9n6p76

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge university press.

Nurhayati, A. (2020). The Implementation of Formative Assessment in EFL Writing: A Case Study at a Secondary School in Indonesia. Pedagogy: Journal Of English Language Teaching, 8(2), 126-137. https://doi.org/10.32332/pedagogy.v8i2.2263 DOI: https://doi.org/10.32332/pedagogy.v8i2.2263

Omelicheva, M. Y. (2005). Self and peer evaluation in undergraduate education: Structuring conditions that maximize its promises and minimize the perils. Journal of Political Science Education, 1(2), 191-205. https://doi.org/10.1080/15512160590961784 DOI: https://doi.org/10.1080/15512160590961784

Paulus, T. M. (1999). The effect of peer and teacher feedback on student writing. Journal of second language writing, 8(3), 265-289. https://doi.org/10.1016/S1060-3743(99)80117-9 DOI: https://doi.org/10.1016/S1060-3743(99)80117-9

Phan, T. T. Q. (2023). EFL Students’ Perceptions towards Cooperative Learning in Writing Skills at a University in the Mekong Delta. International Journal of Language Instruction, 2(3), 48–62. https://doi.org/10.54855/ijli.23232 DOI: https://doi.org/10.54855/ijli.23232

Richter, K. & Smith-Dluha, G. (2019). Student perception of electronic peer feedback in the EFL writing classroom. CELT Matters 3, 1-8.

Shute, V. J. (2008). Focus on formative feedback. Review of educational research, 78(1), 153-189. https://doi.org/10.3102/0034654307313795 DOI: https://doi.org/10.3102/0034654307313795

Sirikarn, K. (2019). Promoting peer feedback in developing students’ English writing ability in L2 writing class. International Education Studies, 12(9), 76-90. https://doi.org/10.5539/ies.v12n9p76 DOI: https://doi.org/10.5539/ies.v12n9p76

Sirikarn, K. (2019). Students’ attitudes toward peer feedback: Paving a way for students’ English writingimprovement. English Language Teaching, 12(7), 107-119. https://doi.org/10.5539/elt.v12n7p107 DOI: https://doi.org/10.5539/elt.v12n7p107

Sukumaran, K., Dass, R. Students’ Perspectives on the Use of Peer Feedback in an English as a Second Language Writing Class. J Interdiscip Res Educ 4, 3 (2014). https://doi.org/10.7603/s40933-014-0003-3 DOI: https://doi.org/10.7603/s40933-014-0003-3

Vo, T. T. M. (2022). EFL Students’ Attitudes Towards Teacher Correction and Peer Correction in Writing Skills. International Journal of Language Instruction, 1(1), 155–173. https://doi.org/10.54855/ijli.221113 DOI: https://doi.org/10.54855/ijli.221113

Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University press.

Weigle, S. C. (2002). Assessing writing. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511732997

Williams, W. C. (1992). Paterson (Vol. 806). New Directions Publishing.

Xiao, Y., & Lucking, R. (2008). The impact of two types of peer assessment on students' performance and satisfaction within a Wiki environment. The Internet and Higher Education, 11(3-4), 186-193. https://doi.org/10.1016/j.iheduc.2008.06.005 DOI: https://doi.org/10.1016/j.iheduc.2008.06.005




How to Cite

Dang, T. H. N. (2024). EFL Students’ Perceptions of Peer Feedback in Writing Classes at a University in HCM City . International Journal of Language Instruction, 3(2), 18–28. https://doi.org/10.54855/ijli.24322



Research Article