Abstract
Peer feedback is an essential issue in educational context because learners can learn from their classmates. This research investigated the usage of peer feedback and its influence on Afghan EFL students’ academic achievement at Kandahar University, Kandahar, Afghanistan. In this study, the quantitative research approach was used to collect data from 150 students through questionnaire and they were selected through random sample. Similarly, the data was analyzed through IBM 24version Statistical Package for Social Sciences (SPSS) and found out frequency and percentage of demographic data also mean and standard deviation of the items. The findings of this study disclosed that students use peer response because they understand the value of peer assessment. Similarly, students preferred to peer feedback and they desire it. Moreover, the use of peer review abled learners to assess the writing of their peers and also the use of peer feedback reduced learners’ anxiety. Furthermore, the findings also showed that students learn when they receive feedback from their peers. Likewise, peer feedback had positive impact on students’ achievements as well giving and receiving peer response helped with students writing.
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