The impact of peer feedback on enhancing writing skills of ESL learners: teachers’ and students’ experiences in the context of Vygotsky’s sociocultural theory

Abstract

Peer feedback enhances students' development in writing skills and fosters their enthusiasm for studying. Peer support and constructive criticism in ESL classes promote learner autonomy and improve English writing abilities for academic and vocational objectives. This qualitative research sought to determine the influence and effectiveness of peer feedback in English as a Second Language (ESL) writing classes at a private institution. The study examined the experiences and preferences of both instructors and learners, using Vygotsky's scaffolding and Zone of Proximal Development (ZPD). An exhaustive examination of data collected from a total of three interviews with ESL instructors, three interviews with students, and three classroom observations done in Dhaka revealed the impact of peer feedback on enhancing students' writing skills in an ESL class, as well as the advantages and disadvantages of adding peer feedback. The findings highlighted the crucial need for incorporating peer feedback to facilitate collaborative learning, participate in communication activities, and encourage learner autonomy.