Teacher feedback and peer feedback: Benefits and challenges in EFL students’ academic writing development

Abstract

Feedback plays a crucial role in language teaching and learning in general and development of academic writing skill in particular. Both teacher feedback and peer feedback play crucial roles in fostering writing skills, promoting learner engagement, and fostering self-regulation of learning. However, each type of feedback offers its benefits and challenges for EFL students’ academic writing development. Moreover, there are few published research studies in Vietnamese tertiary context related to comparing between the two types of feedback.  Using narrative review methodology, this study collected all evidence from a number of databases (ProQuest, ScienceDirect) to identify related studies for the current review. This narrative study aimed to provide deeper insights into the benefits and challenges of each type of feedback. The findings suggested recommendations to optimize feedback in order to effectively develop academic writing skills in EFL students in Vietnam. Furthermore, the study also offered the potential strategies for the best way of giving feedback in the AI era.