Observations and Attitudes on Classroom-Based Peer Feedback Dynamics in Academic Writing: Apprehension and Engagement

Abstract

This study investigates students' attitudes and researchers' observations regarding classroom-based peer feedback. Seventy-six freshmen enrolled in (ENG102) within the General Education Department (GE) at the Modern College of Business and Science (MCBS) were selected through convenience sampling. Using a mixed-methods approach with student questionnaires and observation checklists, the study addresses students' apprehensions and engagement in the peer feedback process. Students expressed fears of offending their peers, lacking confidence in their writing abilities, and uncertainty about the feedback process. Despite these apprehensions, students actively engage in peer feedback, frequently revising their work based on the feedback they receive. Notably, 41% of students agree that peer feedback sessions improve their writing skills, with 29% strongly endorsing this view. Qualitative analysis reveals that students value constructive feedback and recognize its positive impact on their writing. The findings underscore the importance of addressing students' fears, providing guidelines and training, and fostering a supportive environment to enhance the effectiveness of peer feedback. These insights can inform the development of more structured and supportive peer feedback systems, contributing to better academic outcomes and collaborative learning experiences.