I-Check: The Power of Peer - Feedback in Improving the Writing Skills of College Students
DOI:
https://doi.org/10.5281/zenodo.21717773Keywords:
Peer - feedback, collaborative learning, writing skills, writing instructionAbstract
This study examines the impact of peer -feedback on the writing abilities of first-year Bachelor of Secondary Education (BSE) English majors at Cagayan State University. Employing a mixed-methods approach (experimental and qualitative), the study utilized a pre-test/post-test design to assess improvements in the different writing areas - grammar, unity, coherence, organization, spelling, and punctuation after three peer feedback sessions. Qualitative data from interviews explored students' notable experiences in doing peer review. Results indicate significant improvements in their writing performance specifically on the skills identified in the study. This study supports peer feedback as powerful strategy in enhancing writing skills, reducing teacher workload, and fostering collaborative learning. The findings contribute to literature on collaborative learning and provide practical implications for writing instruction.
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