The Effectiveness of Peer Correction in Minimizing Grammatical Errors
DOI:
https://doi.org/10.55606/jupensi.v4i3.3431Keywords:
grammatical accuracy, peer correction, EFL writing, academic writing, collaborativeAbstract
Grammatical accuracy remains a persistent challenge for learners in English as a Foreign Language (EFL) classrooms, particularly in academic writing contexts. Despite having adequate vocabulary and basic grammatical knowledge, many university students continue to produce recurring grammatical errors that weaken clarity and effectiveness in written communication. Traditional teacher-centered correction, although valuable, often fails to lead to sustained improvement, as students may not fully internalize the feedback provided. This study explores peer correction as an alternative and collaborative approach to minimizing grammatical errors in EFL academic descriptive writing. Peer correction encourages learners to actively engage with texts, negotiate meaning, and reflect critically on grammatical forms through interaction with classmates. By involving students in cycles of reviewing and revising each other’s work, this research aims to examine how peer correction influences learners’ grammatical awareness, accuracy, and confidence. Situated in a university EFL context, the study focuses on learners who are beyond beginner level but still experience persistent grammatical difficulties. The findings are expected to contribute to a deeper understanding of peer interaction as a pedagogical strategy that supports grammatical development, learner autonomy, and collaborative learning in academic writing classrooms.
Downloads
References
Allayarova, Z. B. (2025). THE PLACE AND IMPORTANCE OF USING GRAMMAR IN SENTENCES. Научный Фокус, 3(25), 98-103.
Anderson, J., & Thibodeaux, L. (2024). Mechanically inclined: Building grammar, usage, and style into writer's workshop. Routledge.
Barker, A. (2025). How to Improve Your Communication Skills: How to Build Trust, Be Heard and Communicate With Confidence. Kogan Page Publishers.
Beals, R., Zimny, S., Lyons, F., & Bobbitt, O. (2021, September). Activating social capital: How peer and socio-emotional mentoring facilitate resilience and success for community college students. In Frontiers in Education (Vol. 6, p. 667869). Frontiers Media SA.
Cheng, X., & Zhang, L. J. (2024). Engaging secondary school students with peer feedback in L2 writing classrooms: A mixed-methods study. Studies in Educational Evaluation, 81, 101337.
Coverdale, H. B. (2020). What makes a response to schoolroom wrongs permissible?. Theory and Research in Education, 18(1), 23-39.
Doyle, T. (2023). Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Taylor & Francis.
Hopper, L. L. (2024). Coaching in the Classroom: A Guide for Empowering Students and Teachers. Balboa Press.
Huseynli, A. (2024). BENEFITS OF PEER FEEDBACK IN ENGLISH LANGUAGE TEACHING. BBC, 10, 41.
Kubiak, J. M. (2023). Silently Correcting Your Grammar: Responses to Feedback and Adult Learners' Rural Writing Ecosystems (Doctoral dissertation, Old Dominion University).
Lamon, S. J. (2020). Teaching fractions and ratios for understanding: Essential content knowledge and instructional strategies for teachers. Routledge.
Li, X., & Hu, W. (2024). Peer versus teacher corrections through electronic learning communities and face-to-face classroom interactions and EFL learners’ passion for learning, speaking fluency, and accuracy. Heliyon, 10(4).
Liebel, G., & Chakraborty, S. (2021). Ethical issues in empirical studies using student subjects: Re-visiting practices and perceptions. Empirical Software Engineering, 26(3), 40.
Liu, C. C., Liu, S. J., Hwang, G. J., Tu, Y. F., Wang, Y., & Wang, N. (2023). Engaging EFL students’ critical thinking tendency and in-depth reflection in technology-based writing contexts: A peer assessment-incorporated automatic evaluation approach. Education and Information Technologies, 28(10), 13027-13052.
SARI, A. (2023). USING PEER CORRECTION IN IMPROVING STUDENTS'SKILLS IN WRITING DESCRIPTIVE TEXT IN THE STUDENTS OF SMAN 4 PALOPO (Doctoral dissertation, Institut Agama Islam Negeri Palopo).
Simel, T. T., & Chali, G. T. (2025). Effectiveness of error correction techniques in writing classes: Perspectives of EFL undergraduate students and teachers.
Suliman, W. (2024). Using self-and peer-correction to enhance college students’ writing ability. Journal of the Nordic Academy of Wisdom, 2(12), 170-186.
Toufaha, S. A. H. K. I. (2024). The effect of automated error corrective feedback on the improvement of EFL learners’ writing and autonomy (Doctoral dissertation, university kasdi merbah ouargla).
Van Ha, X., Nguyen, L. T., & Hung, B. P. (2021). Oral corrective feedback in English as a foreign language classrooms: A teaching and learning perspective. Heliyon, 7(7).
Vo, T. T. M. (2022). EFL students’ attitudes towards teacher correction and peer correction in writing skills. International Journal of Language Instruction, 1(1), 155-173.
Wu, Y., & Schunn, C. D. (2023). Passive, active, and constructive engagement with peer feedback: A revised model of learning from peer feedback. Contemporary Educational Psychology, 73, 102160.
Wu, Y., & Schunn, C. D. (2021). The effects of providing and receiving peer feedback on writing performance and learning of secondary school students. American Educational Research Journal, 58(3), 492-526.
Zhou, J., Hmelo-Silver, C. E., Ryan, Z., Stiso, C., Murphy, D., Danish, J., ... & Duncan, R. G. (2025). Disagreeing softly: Supporting students in managing disagreement in peer critique: Disagreeing softly: Supporting students in managing disagreement in peer critique. International Journal of Computer-Supported Collaborative Learning, 20(2), 249-282.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Jurnal Pendidikan dan Sastra Inggris
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
