This MA thesis discusses peer feedback and the link between feedback given and feedback used. A growing number of teachers are using formative assessment and its elements in their lessons in Estonia. As it is a relatively new approach, neither students nor teachers feel very comfortable when practising it.
The aim of the present MA thesis is to determine the effectiveness of peer feedback in the EFL academic writing context. The thesis tries to answer the questions whether the feedback peers give to each other is useful, whether students use the feedback they get from their peers, and whether students find peer feedback useful.