The Use of Feedback Strategies Implemented by Teacher and Peer Involvement in Developing Writing Proficiency among ESL Learners: An Action Research

Abstract

This study endeavours to explore the effectiveness of teacher-monitored peer feedback in enhancing proficiency in writing paragraphs among secondary-level English as a Second Language (ESL) learners in Sri Lanka. Over a period of two months, focusing on paragraph writing activities carried out with 20 ESL students from a semi-government school, the study experimented with a set of qualitative methods, including semi-structured interviews, preplanned classroom observations, and reflective teacher references. There, peer feedback was guided by a rubric, while the teacher’s verbal feedback was aligned with the routine instructional practices. The thematic analysis revealed that both feedback strategies enhanced students’ engagement, confidence, and motivation in carrying out paragraph writing exercises. It was noticed that peer feedback helped encourage collaboration and critical thinking among the subjects, while teacher feedback provided them with clarity and direction. The reflective teacherreferences ensured improvement in student participation and independence. Challenges such as discomfort with peer evaluation and concerns about peer accuracy could be mitigated through structured guidance provided as and when required. The study thus concluded that integrating peer and teacher feedback helps foster a supportive, interactive environment for ESL writing development by establishing learner autonomy in ESL classrooms.