Multi-Peer Feedback as a Means for Enhancing Students’ Writing Skills

Abstract

Teachers' role in helping students develop their writing is significant. However, as teachers regularly exercise too much control in the classroom in many schools and universities, there are frequently instances where teachers' instructions do not have a significant impact on each student, and, as a result, the desired results cannot be accomplished. The current study aims to find out whether peers can help each other develop this crucial skill through feedback, i.e., multi-peer feedback, in a more effective way. This empirical study was conducted with the second-year BA students of the English Department at AAB College in Kosovo. It lasted three months in 2022 and had 23 students. In addition, we aimed to find students’ attitudes towards multi-peer feedback using a questionnaire. After collecting the data, it was found that multi-peer feedback contributed highly to the writing process, helped students produce better essays, and made them eager to discuss each other’s essays once they got used to providing and getting feedback. Moreover, this very effective practice has been warmly embraced due to the following: first, it helped students get accustomed to receiving feedback from their peers by providing good examples in class; second, students learned how to be effective critical readers when reading and providing feedback on their peers’ essays; and third, students realized how important it is to understand the structure of a well-written composition before trying to build one of their own.