LEARNERS’ L2 PROFICIENCY AND PEER FEEDBACK IN ACADEMIC WRITING: PAST STUDIES’ LIMITATIONS AND DIRECTIONS FOR FUTURE RESEARCH

Abstract

Writing has been demonstrated to be the skill that English language learners struggle with the most. This is due to the insufficient and sporadic feedback they receive from teachers, who have trouble examining student writing due to time constraints and large-sized classes. Consequently, research on peer feedback has been performed to assist teachers and students in overcoming this issue. However, the majority of studies focused on the question of whether learners benefit from peer feedback; few, even with mixed findings, concentrated on L2 proficiency and peer feedback. In addition, the works analyzed in such research were not subjected to a plagiarism check, which casts doubt on their originality and may have influenced the results. This paper provided a comprehensive overview of previous research on peer feedback and L2 proficiency, along with their limitations. Following this, recommendations for future research and suggestions for peer feedback procedure were provided as premises for researchers, teachers, and institutional leaders to address the existing issues more appropriately.