• Kristian Florensio Wijaya Cita Hati International School, Samarinda, Indonesia



annotated bibliography, EFL learners, peer feedback, writing


Enhancing EFL learners’ writing performances should not solely rely on one-shot feedback imparted by second language educationalists but rather a joint endeavor where collaborative and mutual feedback exists to insistently support the ongoing writing learning enterprises. The further usage of peer feedback fully suits the aforementioned writing learning aspiration in which EFL learners collaboratively address a vast variety of beneficial suggestions, comments, and advice intended for the betterment of their writing performances. This present small-scale qualitative study was manifested in the form of an annotated bibliography review to comprehensively unravel the particular impacts of peer feedback in elevating EFL learners’ writing performances. To fulfill this major study objective, the researcher employed a document analysis method in reviewing the previously generated research results to yield more credible and understandable research results. To ascertain the relevance and applicability of the reviewed research results, the researcher also selected 10 prior peer feedback and writing investigations. The research results revealed that through the constant employment of peer feedback, worldwide EFL learners have progressively transfigured into more proactive, viable, and proficient writers since they conducted more efficient writing revisions in accord with their learning counterparts’ useful comments.


Download data is not yet available.


Abri, A. A., Baimani, S. A., & Bahlani, S. A. (2021). The role of web-based peer feedback in advancing EFL essay writing. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 22(1), 374–390.

Albelihi, H. H. M., & Al-Ahdal, A. A. M. H. (2022). EFL students’ writing performance: A study of the role of peer and small-group feedback. Journal of Language & Linguistics Studies, 18(4), 877–887.

Bolourchi, A., & Soleimani, M. (2021). The impact of peer feedback on EFL learners’ writing performance and writing anxiety. International Journal of Research in English Education, 6(1), 1-15.

Cui, Y., Schunn, C. D., Gai, X., Jiang, Y., & Wang, Z. (2021). Effects of trained peer vs. teacher feedback on EFL students’ writing performance, self-efficacy, and internalization of motivation. Frontiers in Psychology, 12, 788474.

Diasti, K. S., & Mbato, C. L. (2020). Exploring undergraduate students’ motivation-regulation strategies in thesis writing. Language Circle: Journal of Language and Literature, 14(2), 176–183.

Fan, Y., & Xu, J. (2020). Exploring student engagement with peer feedback on L2 writing. Journal of Second Language Writing, 50, 100775.

Hao, H., & Razali, A. B. (2022). The impact of peer feedback on Chinese EFL junior high school students' writing performance. English Language Teaching, 15(9), 9-31.

Ho, P. V. P., Ly, H. H., & Thien, N. M. (2020). The incorporation of quality peer feedback into writing revision. Asian Journal of Applied Linguistics, 7(1), 45–59.

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.

Iswandari, Y., & Jiang, Y. (2020). Peer feedback in college EFL writing: A review of empirical research. LLT Journal: A Journal on Language and Language Teaching, 23(2), 399-413.

Jin, X., Jiang, Q., Xiong, W., Feng, Y., & Zhao, W. (2022). Effects of student engagement in peer feedback on writing performance in higher education. Interactive Learning Environments, 1-16.

Li, H. H., Zhang, L. J., & Parr, J. M. (2020). Small-group student talk before individual writing in tertiary english writing classrooms in China: Nature and insights. Frontiers in Psychology, 11(September), 1–14.

Mbato, C. L., & Cendra, A. (2019). EFL undergraduate students self-regulation in thesis writing. JELE (Journal of English Language and Education), 5(1), 66–82.

Miranty, D., Widiati, U., Cahyono, B. Y., & Sharif, T. I. S. T. (2022). The effectiveness of using Grammarly in teaching writing among Indonesian undergraduate EFL students. Proceedings of the International Seminar on Language, Education, and Culture (ISoLEC 2021), 612(ISoLEC), 41–45.

Noroozi, O., Banihashem S. K., & Biemans, H. J. A. (2021). The role of education level in online peer feedback performance for argumentative essay writing. In S. Jackowicz & O. T. Ozturk (Eds.), Proceedings of ICSES 2021-- International Conference on Studies in Education and Social Sciences (pp. 135-140), Antalya, TURKEY. ISTES Organization.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

Shen, B., Bai, B., & Xue, W. (2020). The effects of peer assessment on learner autonomy: An empirical study in a Chinese college English writing class. Studies in Educational Evaluation, 64(March 2019), 100821.

Trang, N. H., & Anh, K. H. (2022). Effect of peer feedback on paragraph writing performance among high school students. International Journal of Instruction, 15(2), 189-206.

Uymaz, E. (2019). The effects of peer feedback on the essay writing performances of EFL students. International journal of curriculum and instruction, 11(2), 20-37.

Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Cambridge, MA: Harvard University Press.

Wichmann, A., Funk, A., & Rummel, N. (2018). Leveraging the potential of peer feedback in an academic writing activity through sense-making support. European Journal of Psychology of Education, 33(1), 165–184.

Wijaya, K. (2022). English education master students’ perceptions on metacognitive strategy in academic reading. Acuity: Journal of English Language Pedagogy, Literature and Culture, 7(2), 150–160.

Wijaya, K. F. (2021). English education master students’ self-regulated learning strategies in academic writing. JET (Journal of English Teaching), 7(1), 15–29.

Wijaya, K. F. (2022). English education master students’ perceptions on peer feedback in academic writing. Journal of Foreign Language Teaching and Learning, 7(1), 117–137.

Wu, Y., & Schunn, C. D. (2021). The effects of providing and receiving peer feedback on writing performance and learning of secondary school students. American Educational Research Journal, 58(3), 492–526.

Zhang, J., Kuusisto, E., Nokelainen, P., & Tirri, K. (2020). Peer feedback reflects the mindset and academic motivation of learners. Frontiers in Psychology, 11(July).




How to Cite