DEVELOPING WRITING COMPETENCE IN SECONDARY SCHOOL LEARNERS VIA PEER REVIEW STRATEGIES

This article explores the effectiveness of peer feedback in enhancing writing competence among high school students. Rooted in Vygotsky’s sociocultural theory and Piaget’s constructivist approach, peer feedback encourages learners to engage actively in the writing process through collaborative evaluation. By providing and receiving feedback, students develop critical thinking, metacognitive awareness, and greater ownership of their learning. The article discusses various models of peer feedback, highlights implementation challenges, and presents empirical evidence supporting its positive impact on writing fluency and accuracy. Ultimately, the paper argues that peer feedback, when guided and structured effectively, serves as a powerful pedagogical tool for fostering writing development in secondary education.