peer feedback and efl learners’ writing enhancement and anxiety

The efficacy of feedback given by teachers and received by students has been the center ofconceptual and empirical attention for a few decades. thus, this study explored the effect of peerfeedback (pf) on efl learners’ writing enhancement and anxiety. to this end, the researchersselected two intact classes including 48 intermediate efl learners as experimental and controlgroups (24 learners in each). for collecting data, the researchers conducted pre-test, post-test,writing pieces, and cheng s (2004) second language writing anxiety inventory (slwai). theresults of t-test revealed that the experimental group in which pe had been conductedoutperformed the control. moreover, the results of cheng s slwai questionnaire indicated thatthe experimental group s anxiety level decreased to a large extent. the implications are discussedin terms of applying pf into writing classes to help the language learners to express their ideasmore accurately and comfortably.