EXPLORING THE EFFECTIVENESS OF PEER FEEDBACK IN ADDRESSING ERRORS PRODUCED BY ESL LEARNERS IN THEIR ACADEMIC WRITING

Abstract

The investigation under this study pertains to the effectiveness of peer feedback for bringing improvement in students’ academic English writing skills. Under this study it is examined that how does peer feedback reduce frequently occurring errors related to grammar, cohesion, vocabulary and orthography particularly in using English for academic writing by undergraduate students. This study which is embedded in the qusai experimental research, has engaged 50 participants from a public sector university in Pakistan to and utilizes pre-test and post-test designs in order to measure reduction in the errors. The obtained results show that the ESL errors like grammatical errors are decreased by 28.33%, cohesion related issues decrease by 15% alongside notable reduction in other categories for instance lexical errors decrease by 10.34% and orthographic errors decrease by 8%. These findings emphasize the significance of peer feedback as a useful pedagogical intervention that positively helps in developing academic writing competence, fostering collaborative learning, and enhancing linguistic accuracy. Results of this study provide a room to infer that peer driven activities are both potential and supportive in traditional instruction based academic settings as these empower learners for refining and improving their target by means of active engagement and participation. By emphasizing the transformative influence of peer feedback this study contributes to applied linguistics and language pedagogy.