Beliefs and Practices of Pre-service ELT Teachers in Developing Writing Skills through Teacher Feedback and Peer Feedback

Abstract

Writing has been recognized as a social and intellectual value in the post-modern society since it enables the learners to create unquestionable records of their perspectives, thoughts and spirits (Wondim et al., 2024). Developing strong writing skills is fundamental for English as a Foreign Language (EFL) learners, significantly impacting their academic, professional, and personal growth. Proficient writing allows EFL students to effectively communicate complex ideas and a cornerstone for success in higher education. As noted by Fitriani et al. (2021), academic writing, a specific and vital skill, is indispensable for university students to convey their scholarly work so the pre-service teachers have to enhance their writing skills through the constructive teacher feedback. Moreover, the writing skills can be developed even through peer feedback on each other’s assignment, however, peer feedback has not been acknowledged as authoritative and valid as teacher feedback in the context of Nepal since the learners are themselves are not as academic and expert as their teachers in writing.