This research investigates the
impact of giving and receiving peer feedback on the writing projects of
undergraduate EFL students. The study involved six Indonesian undergraduate
students enrolled in an article writing course, who participated in peer feedback
activities. Using qualitative case study methods, data were collected through
interviews, questionnaires, and document analysis to assess the students'
experiences. The data was analyzed using an interactive model including data
condensation, data display, and conclusion drawing. The study found that peer
feedback impacted to both positive and negative. The positive impact was found
when the students had the proper knowledge of writing and the negative impact
was found when the students lacked the knowledge of writing and the peer
feedback activity was not properly monitored by the teacher.
