Peer feedback for peer learning and sharing

Fawzi Al-Ghazali (Abu Dhabi University, UAE)

Learning and Teaching in Higher Education: Gulf Perspectives

ISSN: 2077-5504

Article publication date: 1 June 2015

Issue publication date: 1 June 2015

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Peer feedback is applauded in many writing courses for fostering students’ independence and collaboration and for creating a wider learning environment in which students can benefit from the feedback and diversity of input they get from other peers (Stubbe, 2013). It improves students’ writing skills by developing their use of effective composing processes since they can share ideas while planning, drafting, and revising writing forms (Richards and Schmidt, 2010). It also reduces the anxiety of students who can get constructive feedback on their writing from other peers instead of their teachers (Phillipson, 2007). However, application of peer feedback in writing courses is a complex process since it requires provision of rubrics and guidelines for students to follow; this is in addition to explaining the areas they need to focus on. It also requires having cultural awareness of the level of corrections Arab students can accept. This paper reflects on a practical experiment conducted with a group of undergraduate students for showing how peer feedback is approached and practised by students in English language courses. Students’ views and perceptions about peer feedback are also surveyed showing their appreciation of the level of collaboration peer feedback encourages among them. Nevertheless, the results also show a number of concerns students have about peer feedback.


Al-Ghazali, F. (2015), "Peer feedback for peer learning and sharing", Learning and Teaching in Higher Education: Gulf Perspectives, Vol. 12 No. 1, pp. 46-61.



Emerald Publishing Limited

Copyright © 2015 Fawzi Al-Ghazali


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Publisher's note: The Publisher would like to inform the reader that the article “Peer feedback for peer learning and sharing” has changed pagination. Previous pagination was pp. 1-16. The updated pagination for the article is now pp. 46-61. The Publisher apologises for any inconvenience caused.

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