Peer feedback is a practice where feedback is given by one student to another. Peer feedback provides students opportunities to learn from each other. After students finish a writing assignment but before the assignment is handed in to the instructor for a grade, the students have to work together to check each other's work and give comments to the peer partner. Comments from peers are called as peer feedback. Peer feedback can be in the form of corrections, opinions, suggestions, or ideas to each other. Ideally, peer feedback is a two-way process in which one cooperates with the other.

Peer feedback involves providing opportunities for students to talk and listen, write, read meaningfully, and reflect on the content, ideas, issues, and concerns of an academic subject. Peer feedback can be defined as "a communication process through which learners enter into dialogues related to performance and standards." Peers should look for missing details, ask questions about parts that are confusing, and praise what they enjoyed. Peer feedback may be referred to by many terms such as peer evaluation, peer critiquing, peer editing, or peer response. Some researchers consider peer feedback as an effective technique for the development of the students' writing whilst others promote its use in oral presentation activities. Others prefer instructor feedback to peer feedback. As a collaborative process of providing feedback and constructive criticism of each other's work, peer feedback has long been regarded as a valuable tool to improve writing skills.

According to Atay and Kurt, there are positive effects to peer feedback in a classroom setting. First, it provides diversity with teaching compared with the traditional way of giving teacher feedback. In peer feedback sessions, students do not just listen to teacher instructions, but work with their peers and tend to get more practice. Students' anxiety may become lower which can increase learning motivation.

Second, sharing opinions with peers is helpful in building and increasing one's confidence. Clearly expressing what one is trying to say requires confidence and sufficient knowledge; people need to self dress what to say with their own knowledge or experiences. Thus, giving useful feedback definitely strengthens one's confidence. Moreover, peer feedback helps student to take more responsibilities in learning process. Besides doing assignments, students have to read others' work carefully as well so that one is not only responsible for his/her own work but also the others'.

When peer feedback is established it allows students to interact with their peers and creates high social skills while learning material more effectively. Interaction with other students allows students to have better social approaches when interacting. Learning by peer feedback gives students more of an opportunity to work as a unit instead of individuals working alone. Working in groups gives students more useful life skill that well help prepare them for the future. Peer feedback gives more control to the student, the student can decide if they want to use the criticism their peers are giving them or not. When given options more students are more likely to give and absorb more feedback. Peer feedback has confirmed an increase in affect; students that have increasing responsibilities have more drive towards their work and a spike in confidence. Furthermore, Kristanto (2018) found that peer feedback is an essential element of peer assessment. In peer assessment, feedback from peers can provide suggestions or correction for students' future works as companion of the received grade.

In addition, peer feedback reduces writing anxiety, especially in ESL students, and in effect improves the quality of their writing. Student’s awareness of their mistakes through their friend's opinions and the collaboration reduces anxiety. Peer feedback enlightens student's awareness of the similar difficulties and weaknesses in writing their peers encounter and eventually motivates and builds their self-confidence, reducing writing anxiety. Peer feedback effectively compliments teacher feedback for quality writing According to Jahin (2012) ESL students enjoy "social, cognitive, affective, and methodological benefits". Peer feedback thereby offers students a sense of audience, which increases their motivation and confidence in writing. The multiple reviews through peer feedback improve the quality of the ESL student’s writing. Hussein and Al Ashri (2013) explained that peer feedback can skill students into excellent writers as student’s apprehension to write the first time, eventually melts away.

Also, peer review is helpful because it develops students and makes them read and comment on each other to improve the process of writing with their peers. They can all feel the joy of sharing their comments and their writing within the group. Therefore, students become more confidence about their writing. However, Urzua reminds us of how crucial is the question of training learners to cope with the task of evaluating their peers. Students may not be able to ask constructive questions for redrafting.

According to Benjamin Keating, peer feedback can actually recreate the unfair effects it aims to mitigate, not only between teachers and students, but also among students, especially in terms of gender (Spear;Stygall), race (Fox;Villanueva), linguistic differences (Allaei and Connor;Silva and Matsuda), and ideological differences (Horner;Myers;Trimbur).