Impact of peer feedback on EFL learners' foreign language writing anxiety and their ideas about peer feedback

The present study aims at researching the impact of peer feedback on foreign language writing anxiety experienced by Turkish prep school students studying EFL and their opinions about peer feedback. To achieve these aims, the participants in the experimental group got training on peer feedback, gave and received peer feedback for nine weeks. 120 participants in both control and experimental groups responded to Second Language Writing Anxiety Inventory (SLWAI) at the beginning and end of the study. Besides, 15 participants from the experimental group were interviewed about their thoughts regarding peer feedback and its impact on foreign language writing anxiety. The study revealed that training and practices on giving and receiving peer feedback had a significant impact on decreasing foreign language writing anxiety. The present study highlighted the idea that peer feedback practice needs to be a well-planned implementation supported with a continuous learner training on how to give peer feedback effectively and efficiently. For the participants in the present study, getting and giving peer feedback was helpful in feeling more relaxed and self-confident as they realized that their peers do similar mistakes and have similar worries during writing. As a conclusion, training and practices on peer feedback have the potential to lead learners to believe that they can be successful by reducing foreign language writing anxiety and increasing their awareness about EFL writing.