An investigation of university EFL students' attitudes toward peer and teacher feedback

This study aims to investigate university EFL students' attitudes toward two types of revision methods, namely, peer feedback and teacher feedback. Data are collected using students’ self-report questionnaires and face-to-face semi-structured interviews. The samples are 174 undergraduate students enrolled in Fundamental English course. Results show that the students have a neutral attitude toward the two revision methods. Most of the respondents choose teacher feedback as a more effective and preferable revision method. However, peer review should be introduced as an important complementary source of feedback in EFL classrooms because students will receive other benefits such as enhancing their awareness of what makes writing successful, developing critical thinking and encouraging more responsibility for their writing.