STUDENTS’ EXPERIENCES OF PEER REVIEW IN GENRE WRITING CLASSES: A DESCRIPTIVE QUALITATIVE STUDY OF STUDENTS IN THE ENGLISH EDUCATION STUDY PROGRAM

This study aims to explore students' experiences in giving and receiving feedback
through peer review in genre-based writing classes. Using a descriptive qualitative
approach and Bandura’s Social Cognitive Theory (1986), data were collected from
six second-semester students through interviews. The data were analyzed using
theory-driven thematic analysis following Braun & Clarke’s (2012) six-step model,
with coding guided by six predetermined categories from Bandura’s theory:
observational learning, self-efficacy, self-regulation, reciprocal determinism,
motivation, and reinforcement. Each participant’s responses were transcribed,
coded, and grouped into themes to identify patterns in their peer review experiences.
The findings reveal that peer review helps students learn by observing peers, builds
their confidence in giving feedback, encourages self-reflection and revision,
increases motivation, and is influenced by classroom interaction and environment.
These experiences show that peer review supports both cognitive and emotional
aspects of writing development, although responses varied based on individual
learning styles and engagement levels.
Keyword: Students’ Experiences, Peer Review, Genre Writing Clasess,
Descriptive Qualitative.