Investigating the Role of Feedback in ESL Writing Proficiency: Evidence from Action Research

Abstract

This action research investigates the effectiveness of peer feedback and teacher-provided verbal feedback in enhancing paragraph writing proficiency among secondary level English as a Second Language (ESL) learners. Writing is a critical yet challenging skill for ESL learners, and effective feedback plays a key role in developing this skill. Over two months, 20 students participated in paragraph writing activities, classroom observations, and interviews to examine the impact of structured peer and teacher feedback on their writing and perceptions. Findings revealed that combining these strategies significantly improved students’ writing, as reflected in higher posttest scores. Students also reported increased motivation, confidence, and autonomy. Peer feedback fostered collaboration and critical thinking, while teacher feedback provided clear guidance for improvement. However, challenges such as perceived judgment and lack of trust in peer feedback were noted, with possible mitigation through structured support. These insights contribute to ESL education by offering a foundation for future research and practice in improving writing instructions. Overall, integrating peer and teacher feedback enhances linguistic proficiency, learner independence, and interactive learning in ESL writing classrooms.