HIGH SCHOOL STUDENTS’ PERCEPTIONS OF WRITTEN PEER FEEDBACK IN WRITING CLASSES
DOI:
https://doi.org/10.18173/2354-1075.2025-0071Keywords:
written peer feedback, perceptions, writingAbstract
Peer feedback is becoming an increasingly valuable part of EFL writing classes, especially as Vietnamese schools shift toward more student-centred approaches, since it encourages active participation, fosters learner autonomy, and helps students develop critical thinking skills. Although much has been studied in higher education settings, there is less understanding of how younger students respond to this method. This study explored the perspectives of high school students in Hanoi by analyzing both their written feedback and reflections during interviews. A qualitative method was employed, utilising semi-structured interviews and analysis of written peer feedback from eight high school students. The research found that students generally had positive views of peer feedback, noting several benefits, such as improved writing abilities, critical thinking skills, and increased confidence. Additionally, the paper highlights several challenges, including the dependability and quality of feedback.
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