THE EFFECT OF PEER FEEDBACK ON IMPROVING WRITING IN A2-LEVEL LEARNERS

This exploratory action research investigates how peer feedback influences writing development and learner confidence in an A2-level English as a Foreign Language (EFL) classroom in Uzbekistan. The study explores how students initially interpret and use feedback on writing tasks and introduces a structured peer feedback training program to foster more meaningful revision and learner engagement. The findings reveal that before the intervention, students often overlooked or misinterpreted teacher comments, leading to limited revision and stagnant writing progress. Following the implementation of peer feedback training and guided feedback sessions, students demonstrated improved writing quality, increased awareness of writing conventions, and greater confidence in sharing their work. The study underscores the potential of peer feedback as a tool for collaborative learning and learner autonomy in low-intermediate EFL contexts.