The Impact of Peer Feedback on Chinese EFL Junior High School Students’ Writing Performance

English writing plays a vital role in language teaching and learning is compulsory Chinese secondary education. EFL junior high school students need to master writing. However, the process of learning, still face problems ability self-efficacy even though they receive corrective feedback from teachers. In this regard, authors believe peer as formative evaluation method also significantly promotes students' performance. So, purpose study explore effectiveness on students’ self-efficacy. The participants were 100 grade 9 public school, divided into experimental control classes. Both teacher used class, while only was class. Data collected using quasi-experimental survey questionnaire methods, data analyzed SPSS version 23. findings revealed that positively impacts content, organization, grammar. Additionally, have more positive attitudes toward which conducive improving motivation confidence. Therefore, it can be considered has impact author proposed recommendations implications for instruction, policies, future research.