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All Journal English Focus: Journal of English Language Education JR-ELT (Journal of Research in English Language Teaching)
Az Zahra, Olivia
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

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HOW EFL LEARNERS NOTICE AND CORRECT GRAMMAR ERRORS THROUGH PEER FEEDBACK: A QUALITATIVE EXPLORATION Az Zahra, Olivia; Wijayatiningsih, Testiana Deni; Setiawan, Anjar
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/hk96h650

Abstract

Writing accuracy is one of the most persistent challenges faced by EFL learners, who often struggle with grammatical precision, lexical appropriateness, and the ability to construct coherent and meaningful sentences. These difficulties reduce the clarity and communicative value of students’ writing, highlighting the need for instructional strategies that enhance linguistic accuracy. This literature-based study aims to examine how EFL learners notice and correct grammar errors through feedback by reviewing empirical findings from 14 articles which were published between 2019 and 2025. The article discusses the theoretical foundations of peer feedback, including sociocultural theory, noticing theory, and process writing, and analyzes its effectiveness in four major areas: grammatical accuracy, vocabulary development, learner autonomy, and digital learning environments. The reviewed studies consistently show that peer feedback helps learners identify errors more effectively, promotes deeper revision, and encourages metacognitive engagement, particularly when supported by structured rubrics and teacher guidance. Additionally, digital platforms enhance the quality and clarity of peer comments through features that facilitate real-time editing and transparent documentation. Overall, the findings confirm that peer feedback is an effective and adaptable pedagogical tool for improving writing accuracy in EFL contexts. This study contributes by providing a structured synthesis of recent research and offering implications for instructional practice as well as directions for future investigation.
Beyond Grammar and Vocabulary: A Literature Review on Higher-Order Thinking in EFL Writing Development Az Zahra, Olivia; Wijayatiningsih, Testiana Deni
Jurnal Bahasa Inggris Vol 8 No 1 (2024)
Publisher : LPPM Universitas Pancasakti Tegal

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Abstract

Developing EFL learners’ writing competence requires more than mastering grammar and vocabulary. Recent scholarship highlights the need to integrate higher-order thinking skills (HOTS) such as analysis, evaluation, and creativity to enable learners to construct meaning, respond critically to texts, and express original ideas in written form. This literature review synthesizes empirical and theoretical studies published over the last decade to examine how HOTS contribute to EFL writing development and how instructional practices can effectively foster them. Following a literature review methodology, studies were collected, analyzed, and categorized based on key themes: cognitive processes in EFL writing, pedagogical frameworks that promote HOTS, and challenges in integrating higher-order skills in classroom contexts. The findings show that HOTS-oriented instruction through approaches such as task-based learning, problem-based learning, and genre-based pedagogy significantly enhances learners’ ability to generate ideas, organize arguments, and reflect critically on their writing. However, research also reveals constraints, including teachers’ limited expertise, exam-oriented cultures, insufficient scaffolding, and learners’ low self-regulation. This review concludes that embedding HOTS within writing instruction is essential for preparing EFL learners to meet academic and real-world communication demands. It also underscores the importance of developing teachers’ pedagogical knowledge and designing learning environments that balance linguistic accuracy with critical thinking development.
Co-Authors Anjar Setiawan Testiana Deni Wijayatiningsih