Students’ Attitudes toward the Use of Peer Assessment in Developing Writing Skills

Abstract

Developing writing proficiency in English as a Foreign Language (EFL) classes is both important and challenging. Peer assessment has been widely recognized as an effective approach to promote learner autonomy, reflection, and engagement in writing. This study investigates students’ attitudes toward peer assessment in writing and compares two modes of implementation: traditional pa-per-based review and an online platform (Padlet). The research was conducted over a two-month period with 155 intermediate-level third-year students, who participated in peer review activities and completed an 18-item questionnaire, including 3 items for demographics and 15 items on a five-point Likert scale to measure cognitive, affective, and behavioral dimensions of students’ attitudes based on ABC model. Findings indicate that students generally responded positively to peer assessment, valuing its role in improving accountability, evaluative judgment, and writing development. Nevertheless, some students expressed hesitation and uncertainty when applying grading criteria, suggesting a need for clearer guidance and training. The comparison between models revealed that the Padlet approach was more effective in enhancing emotional engagement, fairness, enjoyment, and independent decision-making than the traditional method. These results highlight the potential of digital tools to create a more engaging and equitable peer assessment environment. With adequate support, peer assessment can serve as a powerful strategy for developing writing skills in EFL contexts.