Exploring the Impact of Peer Feedback-Based Blogging on EFL Learners’ Academic Writing Performance

Using peer feedback-based blogs is one of the novel approaches in foreign language classes. The purpose of this research is to reveal the effect of peer feedback-based blogging on the academic writing abilities of preservice English as a Foreign Language (EFL) teachers. The study also intends to uncover the benefits and challenges of blogs in EFL writing and to reveal the pre-service EFL teachers’ attitudes towards peer feedback-based blogging. The main question of this study is: Does peer feedback-based blogging significantly affect pre-service EFL teachers’ writing performance? The study combines quantitative and qualitative research designs using a mixed-methods methodology. A quasi-experimental approach (pre-tests, post-tests) was used for the research’s quantitative part, involving a within-group time series design where the individuals took part in a single treatment. Additionally, the researcher had one-to-one interviews with the participants as well as using questionnaires to reveal their attitudes towards peer-feedback-based blogging. The findings demonstrated that peer feedback-based blogging has a significant effect on pre-service EFL teachers’ overall writing achievement and the sub-skills of their writing performance. Additionally, according to the findings, participants expressed favourable views on blog writing as it improves creativity, self-confidence, social interaction, motivation, and academic achievement. The study recommends that peer feedback-b