PEER-SCAFFOLDED WRITING: HOW STUDENTS DEVELOP THEIR TEXTS THROUGH PEER FEEDBACK

Abstrak

This article explores the function of peer feedback as a scaffolding method for developing the writing skills of EFL students. This study’s main poin tis not the writing’s assessment of final product, but rather how students create, modify and improve their texts through communication with their peers. Using a narrative-thematic literature review approach, this article examines multiple international journal research that discuss peer feedback, scaffolding, and writing education within the EFL environment. The research results indicate that peer feedback enables students to grow their ideas, develops their language use, and build their confidence in editing their writing. Moreover, student-to-student communication through feedback also fosters a more supportive and collaborative learning atmosphere. Overall, these findings suggest that peer feedback serves as cognitive, linguistic, and emotional scaffolding during the writing process. This article highlight the importance of considering peer feedback not just as a correction technique, but as a fundamental element of the writing learning process through interaction and collaboration.