THE IMPACT OF PEER FEEDBACK ON WRITING SKILL DEVELOPMENT: INVASTIGATING COLLOBORATIVE PRACTICES IN FOREIGN LANGUAGE EDUCATION

Authors

  • Talapova A.K. Master of Pedagogical sciences, Kazakh Ablai Khan University of International Relations and World Languages, Almaty, Kazakhstan
  • Serik Zh.S. 4th year student, Kazakh Ablai Khan University of International Relations and World Languages, Almaty, Kazakhstan

Keywords:

Peer feedback, foreign language education, writing skill development, collaborative learning, socio-cultural theory, Zone of Proximal Development, student autonomy, critical thinking, self-regulation

Abstract

This study explores the impact of peer feedback on writing skill development in foreign language education, emphasizing collaborative practices and their alignment with socio-cultural theory. Peer feedback, a student-centered approach, fosters critical thinking, self-regulation, and writing proficiency by engaging learners in constructive critique and collaborative problem-solving. Utilizing a qualitative design, the research involved 35 participants, including students and instructors, through surveys and analysis. The study underscores the importance of training in improving feedback quality and highlights the role of peer feedback in promoting student autonomy and fostering a supportive learning community.

Published

2024-12-02

How to Cite

Talapova A.K., & Serik Zh.S. (2024). THE IMPACT OF PEER FEEDBACK ON WRITING SKILL DEVELOPMENT: INVASTIGATING COLLOBORATIVE PRACTICES IN FOREIGN LANGUAGE EDUCATION. Academics and Science Reviews Materials, (8). Retrieved from https://ojs.scipub.de/index.php/ASCRM/article/view/4739

Issue

No. 8 (2024): Academics and Science Reviews Materials

Section

Pedagogical Sciences

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.