PEER FEEDBACK AS A COLLABORATIVE LEARNING STRATEGY FOR IMPROVING WRITING SKILLS AMONG EFL STUDENTS

Correcting grammar does not automatically produce competent writers. Many EFL learners can complete language exercises successfully yet struggle to develop ideas, organize arguments, and communicate meaning through extended texts. This discrepancy suggests that writing instruction should focus not only on language accuracy but also on the thinking processes involved in writing. Peer feedback offers one way to address this challenge. When students evaluate each other’s texts, they engage with writing from both writer and reader perspectives, making decisions that are often hidden during individual work. This article examines peer feedback as a collaborative learning strategy and discusses its influence on writing development, learner autonomy, critical thinking, and classroom engagement. Particular attention is given to EFL contexts where writing is frequently taught through teacher-centered approaches. The discussion argues that peer feedback is most effective when it is structured, purposeful, and integrated into the writing process rather than treated as an optional classroom activity.