Benefits and difficulties in using peer response for writing in the EFL classroom

Abstract

Peer response has been in the interest of teachers and researchers for a long time, and there is a substantial amount of research on the topic. Therefore, this paper strives to explore and summarize the benefits and difficulties in using peer response for writing in the EFL-classroom by reviewing articles and books on the area. Suggestions on how one can work with possible difficulties will also be examined. Scientific results will be presented as well as opinions of both teachers and students, as these are just as important when it comes to using peer response in the classroom. In order for this kind of concept to be beneficial, both students and teachers must be comfortable and have faith in the mode of procedure used, as one of the difficulties presented is students doubting the efficiency and helpfulness of peer response. Finally, a few suggestions for further research will be presented.