<![CDATA[This study explores the impact of peer feedback on the development of writing performance among university students learning English as a Foreign Language (EFL). The research employed a quasi-experimental design involving 64 undergraduate students from the English Education Department at Qamarul Huda Badaruddin University in Indonesia. Participants were divided into two groups: an experimental group that practiced peer feedback during the writing process and a control group that received only teacher feedback. Data were collected through pre-tests, post-tests, and semi-structured interviews. Statistical analysis revealed that the experimental group showed significant improvement in writing accuracy, organization, and idea development compared to the control group. Interview data indicated that peer feedback not only enhanced students’ critical thinking but also increased their confidence and motivation in writing tasks. The findings suggest that peer feedback is a valuable pedagogical strategy that can complement teacher feedback in EFL writing classrooms.]]>
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