Implementation of English as a Foreign Language (EFL)

Implementation of EFL Peer Feedback in EFL Classroom
Chapter 1: Introduction
In the educational context, most exams, whether testing a student’s foreign language abilities or other educational skills, often rely on the student's writing skills to measure their knowledge. Despite this, writing receives relatively limited attention in the educational system, which may impact its overall development. Writing effectively is crucial to acquiring and mastering English as a Foreign Language (EFL) (Nguyen, 2016). Effective writing not only aids communication but also nurtures critical thinking and analytical skills. Historically, the examination and instruction of EFL writing have experienced notable changes, progressing from relative unfamiliarity to becoming central in modern language training (Howard & Smith, 2014). Initially, language learning focused on spoken fluency and understanding of written texts, with minimal emphasis on developing writing abilities. This method originated from an assumption that writing in a different language could be seen as complementary to verbal abilities (Huang, 2022; Lee et al., 2016). Nevertheless, with English’s developing importance in the world throughout the second half of this century, EFL writing found reality. In addition, globalization and subsequent societal changes have heightened the need for proficient written English (Howatt & Smith, 2014).
As a result, teachers and scholars started to reassess and broaden their methods of teaching EFL writing. Research into EFL writing instruction started to thrive, examining various methods, techniques, and evaluation measures. The focus on EFL writing has become even more pronounced in the modern age. The emergence of digital technologies, internet communication, and worldwide collaboration has emphasized the importance of proficient writing abilities. Studies in this domain have evolved to address a broad spectrum of concerns, encompassing writing evaluation and input on the influence of customs on writing methodologies (Howatt & Smith, 2014). Recently, an instructional approach that has gained significant acknowledgment and garnered attention in EFL writing situations is the utilization of peer feedback. Peer feedback strategy, also known as peer review, is the learning process whereby the student is allowed to review another student's written work and offer feedback (Liu & Carless, 2006). Thereafter, students are asked to revise their work based on received feedback.
In this research study, I embarked on a design intervention process. In this crucial step, I established a clear objective based on the issues identified during the problem exploration stage. Various potential interventions were considered, each aiming to achieve the set goal. Recognizing the need for expert guidance, I consulted the school's principal, who formerly served as a pedagogical supervisor for languages. Her extensive knowledge and expertise in this area, combined with evidence from relevant literature, were invaluable in selecting the most appropriate strategies to implement in the subsequent phases of the research.
The present study aims to understand whether peer feedback improves Belgi...