THE RELEVANCE OF PEER FEEDBACK IN EFL CLASSES FOR TERTIARY LANGUAGE LEARNERS

This paper reports on a study conducted at at the University of Tetovo (UT), Northern Macedonia and USAMVBT "Regele Mihai I al Romaniei" from Timisoara, Romania, analysing the effect of peer feedback in English as a Foreign Language (EFL) teaching and learning. The authors hypothesized that peer feedback was not percieved as a genuine strategy for learning languages, while it could be put forth as a useful strategy for improving not only language skills but also critical thinking, as well as empathy. Based on the participants' responses, the students' perceptions were anlyzed with an aim of encouraging them to become more confident learners, to improve their English language proficiency and to gain feedback skills. The study was conducted throughout the second semester of the academic year 2018-2019. Acknowledging convenience sampling, the 21 (n=21) subjects who participated in this study included 14 (n=14) students from the seventh semester of the UT, English Language and Literature Department and 12 (n=12) students from USAMVB "King Michael I of Romania" from Timisoara, Romania. The effects and perceptions of peer feedback were discussed from the students' perspective and from our corroborated points of view. Data were collected using student questionnaires in which participants were asked to reflect back on their experience on peer feedback throughout their studies. Student responses were subjected to a modified content analysis to identify the main themes and topics. Semi-structured interviews with 12 students were undertaken to substantiate the essential findings of content analysis.