Peer Feedback’s Impact on the Writing Self-Efficacy of International Graduate Students

For international students to thrive in their academic endeavors, proficiency in Korean writing is indispensable. However, the way writing classes are conducted may sometimes become dull or passive, potentially diminishing students’ interest in writing itself. This study aims to address this issue by focusing on bolstering learners’ confidence in their own writing abilities, known as writing self-efficacy, through peer feedback activities in writing classes. To achieve this goal, the writing self-efficacy of foreign exchange students enrolled in a Korean language class at a university in the Seoul metropolitan area was assessed prior to implementing a series of five writing classes with a specific procedure. After providing students with a foundational understanding of peer feedback, the writing classes were conducted. Subsequently, a post-assessment of writing self-efficacy was carried out, and the results were analyzed across categories such as ‘interest and anxiety in writing’, ‘writing skills and performance’, and ‘vicarious experience and social persuasion’. This study also offers insights into considerations for integrating peer feedback activities into classes, based on the analysis of the post-assessment of writing self-efficacy, with implications for enhancing the effectiveness of such activities.(Hanyang University·Kyung Hee University)