Exploring English-Major Students’ Perspectives on Peer Feedback in Second Language Writing

Abstract

It is widely accepted that English serves as a global language for communication among people from diverse backgrounds. In Thailand, despite English not being an official language, it has become increasingly important in academic, professional, technological, and social contexts. Writing in English as a second language is considered a complex skill, and peer feedback is often integrated into writing classrooms as part of the writing process. This study aimed to investigate students’ attitudes toward peer feedback and to explore the advantages and limitations that affect its effectiveness. The study adopted a qualitative approach, involving fifteen third-year English major students at Kasetsart University, Kamphaeng Saen Campus, who had prior experience with peer feedback in writing classes. Data were collected through one-on-one, semi-structured interviews and analyzed using a color-coding method. The findings revealed that while students recognized the benefits of peer feedback, including enhanced confidence and skill development, they also identified limitations such as cultural influences, emotional concerns, and insufficient feedback training. These insights highlight the need for appropriate peer feedback training to maximize its effectiveness in second language writing classrooms.