a model of critical peer feedback using patterns of pair interaction to improve iranian efl learners’ writing skills

The current project was an attempt to explore processes of critical peer feedback using patterns of pair interaction in order to improve both the quality of peer feedback and the quality of english writing, and to summarize the model of critical peer feedback. a 16-week qualitative case study was conducted with a group of 12 iranian efl students for one semester at poldokhtar university. the revised bloom’s taxonomy model was introduced to the participants in the workshop. collaborative learning through peer interaction was used in workshops to teach the model of critical thinking. three kinds of data, including semi-structured interview transcripts, six writing assignments, and artifacts of critical peer feedback, were analyzed by qsr nvivo 8.0 with the thematic analyses. the codes were quoted in descriptions, and the nodes and models were illustrated with visualization in the findings. the findings revealed that critical peer feedback improves both the quality of peer feedback and the quality of english writing. this study may be significant for the knowledge of higher-order peer feedback to improve the quality of higher-level writing.