摘要：Studies done in L1/L2 English settings have revealed the negative effects of writing anxiety on both learner motivation and academic achievement and teachers’ attitudes towards writing and the practices they use in their own classes. The present study aims to find out the effects of peer feedback on the writing anxiety of Turkish prospective teachers (PTs) of English. A total of 86 PTs of English participated in this study. During the eight-week study, PTs in the experimental group, who had been given a training on peer feedback, were asked to work in pairs in their writing class, give feedback on each other’s essays and discuss their feedback with each other before handing them to their instructors. On the other hand, PTs in the control group received only teacher feedback on their essays. Data were collected by means of the Second Language Writing Anxiety Inventory (SLWAI) (Cheng, 2004) given at the beginning and end of the study and by means of interviews carried out with 20 experimental group PTs at the end of the term. Results of the quantitative data showed that the peer feedback group experienced significantly less writing anxiety than the teacher feedback group at the end of the study. The interview results revealed that the participating PTs benefited from the peer feedback process as with the feedback of their friends they became aware of their mistakes. Moreover, during the process they received opinions from their friends to elaborate on, and this collaboration helped them look at their essays from a different perspective.
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