“From feedback to mastery”: Unveiling the Impact of Peer Assessment on Student-Centered Learning in English Writing

Abstract

Peer assessment has gained recognition as an effective pedagogical strategy for improving students’ writing proficiency, fostering critical thinking, and promoting learner autonomy. This study aimed to evaluate the impact of peer assessment on writing performance in an English foreign learner classroom, comparing it with traditional teacher feedback. A Classroom Action Research (CAR) approach was implemented, involving structured peer review cycles supported by rubrics and guided feedback training. Findings indicate that peer assessment significantly enhances students’ understanding of writing structure, coherence, and argumentation. It also promotes engagement and self-regulation, enabling students to critically reflect on their writing process. However, challenges such as inconsistent feedback quality and psychological reluctance to critique peers were identified, requiring structured interventions. The study highlights the importance of explicit training and rubric-guided evaluations to ensure feedback effectiveness. Additionally, peer assessment aligns with modern collaborative learning theories, fostering a dynamic classroom environment that supports active learning. These findings contribute to the growing body of research on alternative assessment methods in EFL writing instruction. Future research should explore the longitudinal impact of peer assessment and its adaptability across diverse academic disciplines.