Yazılı akran dönüt verme eğitiminin yabancı dil olarak İngilizce öğrenen Türk öğrencilerin verdiği dönütün türüne ve yazma becerilerinin gelişimine etkisi

Peer feedback has become really popular over the years as a result of the rise of the process approach. Nonetheless, there have not been many studies conducted to explore written peer feedback training. With this in mind, this study focuses on written peer feedback training. Conducted with 34 EFL pre-intermediate students who were divided into two groups as the experimental group and the control group from Kütahya Dumlupınar University, the aim of the present study is to investigate the effect of a written peer feedback training program on students' feedback types as global and local and additionally on their writing performance improvement. In order to understand the effect of written peer feedback training, the experimental group received peer feedback training while the control group did not have the same chance. Furthermore, an interview was carried out with some students from both of the aforementioned groups to reveal their opinions about peer feedback training and peer feedback. According to the results, the experimental group produced more comments for the essays of their peers compared to the control group. Moreover, most of those comments were on global issues and relevant. In terms of writing performance improvement, the experimental group was found out to gain more improvement as a result of peer feedback. Finally, the interview results indicated that while the experimental group students enjoyed peer feedback training and peer feedback practice, the control group experienced some problems that stemmed from the the lack of training