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Of the four language skills (reading, speaking, listening, and writing), writing skill has, for a long time, been underestimated (Dempsey, Pytlikzillig & Burning, 2009; Gao 2007; O'Muircheartaigh, 1990). On the other hand, it is suggested that the traditional teacher feedback on students’ writing yields meaningless and unproductive results (Kim & Kim, 2005). In a study conducted on Korean students, Rollinson (2004) found that being traditionally accustomed to receiving specific instruction from teachers causes the students to write for the teacher, not for themselves, and the teacher is their only audience. Teachers will also become overwhelmed by the task of giving feedback and correcting the students' writing. It was also shown that feedback is more useful between drafts, and little improvement is made when it is done at the end of the task. Reichelt (1999) points out that the teachers are uncertain about the role of writing in EFL classrooms. In her survey, she found that articles on FL writing appeared in publications addressing FL professionals, suggesting that many of those engaged in FL writing research and pedagogy see themselves as primarily language teachers rather than writing teachers. Due to the fact that in traditional writing classrooms students are passive in the classroom, they naturally feel uncomfortable with cooperative interaction methods that require them to take a more active role.

The Effect of Peer Review on Writing Skill of EFL Students