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Peer response is one of the most important activities in writing classrooms because it provides a sense of audience to students. At the same time, students also receive feedback for revision. By asking L2 writers to their L1s in providing feedback to their L1-speaking peers, it helps them gain confidence in peer response activities, which in turn give them self-confidence in their writing proficiency. In this action research, L2 students were asked to reflect on their use of L1s in providing both oral and written feedback. The results showed that students felt they could express their feedback in the more meaningful way. The article concluded with pedagogical implications in teaching writing in both ESL and EFL contexts.
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