Abstract
English writing proficiency is critical for academic and professional success in the Philippine K-12 curriculum, yet rural students face challenges such as limited instructional resources and mother-tongue interference. This quasi-experimental study investigated the impact of peer feedback strategies—structured peer reviews and collaborative editing—on writing proficiency among 60 Grade 8 students at a rural high school in Dimataling District, Zamboanga del Sur. Over eight weeks, the experimental group (n = 30) engaged in peer feedback activities, while the control group (n = 30) received traditional teacher-led instruction. Pre- and post-tests utilized a 100-point writing rubric (α = .89) assessing content, organization, grammar, and vocabulary. The experimental group showed significant improvement (pre: M = 50.23, SD = 7.12; post: M = 68.45, SD = 8.03), t(29) = 6.78, p < .001, d = 1.62, compared and minimal control gains (pre: M = 49.78, SD = 6.89; post: M = 53.12, SD = 7.34), t(29) = 1.48, p = .149, d = 0.30. Between-group differences were significant, t(58) = 5.92, p < .001, d = 1.50. Peer feedback mitigated rural barriers like low confidence through collaborative support. Recommendations include the integration of peer feedback training and policy support by DepEd for rural writing programs. This contributes to K-12 goals for communicative competence in ESL settings.
