The Impact of Peer Feedback on Writing Anxiety and Performance: EFL Students at Wolkite University in Focus

Abstract

Writing in English as a foreign language (EFL) often presents significant challenges for learners, particularly in managing writing anxiety and maintaining writing performance. This study investigates the effects of peer feedback on reducing writing anxiety and improving writing performance among EFL students in higher education. A quasi-experimental design was employed, involving 78 third-year EFL students at Wolkite University. Participants were randomly assigned to either an experimental group (n = 39), which received peer feedback, or a control group (n = 39), which received only teacher feedback. Data were collected using IELTS writing tasks, a standardized writing anxiety questionnaire, and semi-structured interviews. Quantitative findings revealed that the experimental group experienced a statistically significant reduction in writing anxiety, along with a marked improvement in writing performance compared to the control group. Qualitative data from interviews corroborated these results, indicating that peer feedback increased learners’ confidence, encouraged critical self-reflection, and reduced stress during writing tasks. These findings suggest that peer feedback is an effective pedagogical strategy for addressing both the cognitive and affective challenges of EFL writing. Implications for instructional practice and directions for future research are also discussed.