The Impact of Feedback Mechanisms on Writing Proficiency among Lower Proficiency EFL Learners

Authors

  • Mahdi R. Aben Ahmed

    Jubail English Language and Preparatory Year Institute, Royal Commission for Jubail and Yanbu, Jubail 35718, Saudi Arabia

DOI:

https://doi.org/10.30564/fls.v7i6.10077
Received: 19 May 2025 | Revised: 26 May 2025 | Accepted: 5 June 2025 | Published Online: 10 June 2025

Abstract

This study investigates the impact of peer feedback on the writing abilities of lower proficiency English as a Foreign Language (EFL) students and their perceptions of peer writing feedback. A quasi-experimental design was applied to 60 university students, divided into an experimental group that received peer feedback only and a control group that both provided and received peer feedback. Over a period of 8 weeks, both groups produced a series of argumentative writing essays. The experimental group, however, was trained to use a peer review rubric in providing constructive feedback. Pre- and post-tests in the form of timed essays were marked using an analytic guideline corresponding to the International English Language Testing System (IELTS) writing band descriptors. Also, a questionnaire was used as a supplementary tool. The quantitative data were analyzed through paired and independent t-tests to ascertain statistical significance in writing development, and a questionnaire was used to gather data. The findings revealed that EFL learners with lower proficiency benefit from structured peer feedback but struggle with cognitive overload. To improve writing, students need scaffolding and specific, actionable feedback. Teacher guidance and structured feedback promote clarity, engagement, and collaboration, enhancing the educational impact of peer feedback activities.

Keywords:

Writing Feedback; Peer; Writing Proficiency; Learners

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How to Cite

Ahmed, M. R. A. (2025). The Impact of Feedback Mechanisms on Writing Proficiency among Lower Proficiency EFL Learners. Forum for Linguistic Studies, 7(6), 762–776. https://doi.org/10.30564/fls.v7i6.10077

Issue

Vol. 7 , Iss. 6 (July 2025)

Article Type

Article

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Copyright © 2025 Mahdi R. Aben Ahmed

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.