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Research Article

Enhancing English Writing Proficiency through Peer Feedback Strategies: A Quasi-Experimental Study among Grade 8 Students

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Jorah Tiongco , Fe Marie Abergas
Psych Educ Multidisc J, 2025, 48 (2), 206-211, DOI: https://doi.org/10.70838/pemj.480205, ISSN 2822-4353
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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.

Keywords philippines quasi-experimental design peer feedback Writing Proficiency rural high school
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The team behind this paper

2 authors, 2 institutions.

This paper Laureano Salusod National High School Department of Education — Philippines Laureano Salusod Nation… 1 author Tina National High School Department of Education — Philippines Tina National High Scho… 1 author Jorah Tiongco — corresponding author JT Jorah Tiongco ✉ Fe Marie Abergas FA Fe Marie Abergas

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436 reads over 13 months.

October 2025 October 2026

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Fe Marie Abergas 0x36FC6B…daF9A4 450,000 (45%)
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Bibliographic Information

Jorah Tiongco, Fe Marie Abergas, (2025). Enhancing English Writing Proficiency through Peer Feedback Strategies: A Quasi-Experimental Study among Grade 8 Students, Psychology and Education: A Multidisciplinary Journal, 48(2): 206-211
Bibtex Citation
@article{jorah_tiongco2025pemj,
author = {Jorah Tiongco and Fe Marie Abergas},
title = {Enhancing English Writing Proficiency through Peer Feedback Strategies: A Quasi-Experimental Study among Grade 8 Students},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2025},
volume = {48},
number = {2},
pages = {206-211},
doi = {10.70838/pemj.480205},
url = {https://scimatic.org/show_manuscript/6576}
}
APA Citation
Tiongco, J., Abergas, F.M., (2025). Enhancing English Writing Proficiency through Peer Feedback Strategies: A Quasi-Experimental Study among Grade 8 Students. Psychology and Education: A Multidisciplinary Journal, 48(2), 206-211. https://doi.org/10.70838/pemj.480205

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