Using peer feedback in the ESL writing class

Abstract

Although both research and practice have generally supported the use of peer feedback activities in ESL and L2 writing classes, many teachers (and most students) are less than convinced of its usefulness in their own particular situation. The objective of this article is to briefly summarize some of the main arguments in favour and against peer feedback, and to explain how teachers can establish a positive context for effective peer group response by organizing proper procedures and training. © Oxford University Press.