A Qualitative Study of Writing Lecturers’ Perception on the Implementation of Peer Review

Mochammad Alfan Khoiron, Kurniasih Kurniasih, Dzurriyyatun Ni’mah

Abstract


This study explores writing lecturers’ perceptions of the implementation of peer review in English as a Foreign Language (EFL) writing classes. Employing a qualitative descriptive design, the research involved two experienced writing lecturers from the English Education Department of Universitas Islam Malang. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings reveal that lecturers perceive peer review as an effective instructional strategy that enhances students’ writing quality, critical thinking, and learning engagement while also reducing lecturers’ feedback workload. However, challenges were identified, including students’ limited ability to provide accurate and constructive feedback and the additional time required for preparation and guidance. The study concludes that peer review has strong pedagogical potential in EFL writing instruction when supported by clear guidelines, training, and continuous lecturer facilitation.

Keywords: peer review, writing instruction, lecturers’ perceptions, EFL, qualitative study


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References


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