Students’ uptake and perspectives on teacher and peer feedback on written assignments

Purpose The purpose of this study is to examine the uptake peer vs. instructor feedback provided on written essays by undergraduates in a writing course at public university Saudi Arabia. Design/methodology/approach This was classroom intervention exploratory with 16 pairs students attending class over period 14 weeks. Findings Analysis and indicated that incorporated high rate (85.21%) revising their essays. results also showed quantity students’ (88.77%) higher than (82.17%). In terms global focusing content organization local language formatting, (85.34%) slightly (84.90%). current quality (peer feedback) varied. Students’ perspectives underlined perceived value writing, preference for benefits providing receiving feedback. Originality/value investigated an area has been under-researched education context it direct implications provision classes.