Peer feedback is considered a reliable method in developing the learner's English language writing skills (Falchikov, 2005; Goldfinch, 2000; Moshontz, & Cooper, 2017; Sanchez, Atkinson, Koenka). It provides a collaborative learning environment, fosters learners’ autonomy and reduces anxiety among students (Phillipson, 2007; Richards& Schmidt, 2010; Stubb, 2013). Nevertheless, the use of peer feedback to improve ESL learners’ writing skills is a multifaceted process and needs pre feedback assistaance. The efficacy of peer feedback depends on a range of factors such as the learning setting, the learner, and the assessment procedure itself (Ossenberg, Henderson, & Mitchell, 2018). Various studies have suggested positive perceptions of peer feedback (Rotsaert, Panadero & Schellens, 2018; Vanderhoven, Raes, Montrieux, Rotsaert & Schellens, 2015). This study aimed to take the perceptions of Pakistani Postgraduate ESL learners’ about peer feedback on their writing skills. Before data collection, four formal feedback training sessions were conducted. This involved the participants who received peer feedback on their writings in the class. Data for this study were collected from fourteen Pakistani postgraduate level ESL students through two semi-structured focus group interviews. Before data collection, tool validation was obtained through self and expert validity procedures. The interviews were recorded and transcribed. The transcriptions were shared with the participants before data analysis. Thematic analysis of the collected data was carried out to teach the findings. The findings suggested that collaborative learning environment and peer feedback develop a sense of responsibility, learners’ autonomy, critical and analytical skills in students. The analysis of peer feedback further revealed students’ biases, non-serious attitude and lack of peer feedback skills among the learners.
Examination of the Triarchic Assessment Procedure for Inconsistent Responding in six non-English language samples.