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YANGI 
O‘ZBEKISTON
 RIVOJIGA 
TA’SIRI
 
Xalqaro ilmiy-amaliy konferensiyasi
 
POTENTIAL PROBLEMS WITH PEER RESPONDING IN EFL WRITING CLASSES 
Dilyorjon Solidjonov 
Student of Kokand university 
Abstract: 
In English as a Foreign Language (EFL) writing classes, peer responding has 
gained popularity as an effective technique for improving students' writing skills. Peer responding 
involves students providing feedback on each other's written work, allowing them to develop their 
writing skills through collaboration and active learning. While peer responding offers numerous 
benefits, there are also potential problems that can arise when implementing this approach in EFL 
writing classes. This article explores some of the common challenges and suggests strategies for 
educators to address these issues effectively.
 
Keywords: 
Peer responding, EFL writing classes, potential problems, language proficiency, 
cultural differences, writing conventions, collaborative learning, critical thinking. 
Peer responding activities in English as a Foreign Language (EFL) writing classes have 
gained popularity as effective tools for enhancing students' writing skills. These activities involve 
students providing feedback to their peers' written work, with the aim of promoting critical 
thinking, collaboration, and self-reflection. While peer responding can be a valuable part of the 
writing process, there are potential problems that may arise when implementing this approach in 
EFL classrooms. This article aims to explore some of these potential issues and offer suggestions for 
addressing them. In EFL contexts, where students are learning English as a second language, peer 
responding activities can encounter challenges related to language proficiency, cultural differences, 
and varying levels of writing expertise. These factors may hinder the effectiveness of peer feedback 
and impact students' writing development. It is important for EFL educators to be aware of these 
potential problems and implement strategies to mitigate them. This article will examine three key 
areas of concern regarding peer responding in EFL writing classes: language proficiency, cultural 
differences, and limited understanding of writing conventions. Each section will discuss the 
challenges associated with these factors and propose potential solutions that educators can utilize 
to address these issues effectively. By understanding the potential problems that may arise during 
peer responding activities in EFL writing classes, educators can tailor their instructional 
approaches, provide appropriate support, and foster an inclusive and productive learning 
environment for their students. Through proactive measures, educators can maximize the learning 
benefits of peer feedback while minimizing potential drawbacks, enabling EFL students to enhance 
their writing skills and become effective communicators in English. 
1. Language Proficiency: One of the primary challenges of peer responding in EFL writing 
classes is the varying proficiency levels among students. Students may not possess the necessary 

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