| dc.description.abstract | This study aims to explore the experiences of EFL undergraduate students in
giving and receiving peer feedback in an Argumentative Writing course. Although
many existing studies have investigated peer feedback in writing, few have focused
on students’ experiences, especially in Indonesian university contexts. This study fills
that gap by examining how students experience their roles as both peer feedback
givers and receivers. A qualitative research design was employed, using semi-
structured interviews with two purposively selected English Education students in
Yogyakarta. These participants were recommended by their lecturers based on their
active involvement in the peer feedback activity. The findings show that each student
benefited differently from peer feedback. Student A primarily gained from receiving
clear and precise feedback, whereas Student B benefited from both giving and
receiving feedback, particularly in developing reviewing skills. According to both
students, peer feedback promoted emotional engagement, including a sense of
enjoyment and increased motivation. They also demonstrated how to imitate effective
writing techniques observed in their peers’ work. Emergent themes also showed
differences in preference for feedback sources and challenges in interpreting peer
feedback. These findings suggest that peer feedback can offer cognitive, affective,
and developmental benefits when implemented effectively. Teachers are encouraged
to structure peer feedback activities carefully and consider students’ preferences and
levels of participation to maximize the learning potential of such practices. | en_US |
