<![CDATA[In contrast to conventional solitary methods, this quasi-experimental study investigates the effects of controlled peer interaction, utilizing the round-robin methodology, on writing development. 120 intermediate-level students were split into experimental (n = 60) and control (n = 60) groups using a mixed-methods design. While qualitative classroom observations examined turn-taking equality, feedback quality, and nonverbal involvement, quantitative pre- and post-test assessments scored writing fluency, coherence, and complexity. According to the results, the experimental group demonstrated a significant improvement on the post-test, with a mean gain of 37.66 points compared to 19.04 points (p < 0.001). It achieved a normalized learning gain (N-Gain) of 77.69%, nearly twice that of the control group’s 39.36%. In contrast to control-group dominance hierarchies (38.3% low equity) and superficial feedback (43.3% vagueness), qualitative findings showed that the experimental class had high turn-taking equity (63.3% balanced participation), constructive feedback (58.3% specificity), and active non-verbal engagement (66.7% eye contact, open posture). The study, based on Vygotsky’s socio-cultural theory, emphasizes how organized peer collaboration democratizes participation and promotes critical discourse, thereby scaffolding writing skills. These results support the use of round-robin techniques in writing instruction to strike a balance between independence and dependency, converting classrooms into centers of group knowledge.]]>
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